Teacher Tips, Contests & Writing Prompts

Daily Stress Buster

"Schedule your emotions. If we let it, stress can eat away at us like a squirrel with a nut. That constantly worried mentality impedes decision-making, says Susan Nolen-Hoeksema, Ph.D., author of Women Who Think Too Much: How to Break Free of Overthinking and Reclaim Your Life. She suggests you write down what you're worried about, then set aside some quiet time (say 30 minutes) to figure out solutions. That way, worrying won't disrupt your work, and you'll be able to think through the answers." ~The Huffington Post

The Big Bad Vortex

K-2: Big Bad Wolf Brainstorm

The vortex canon was more powerful than the Big Bad Wolf. Brainstorm 10 villains from popular stories. Break them into pairs and decide, as a class, which of each pair is more powerful.

3-5: The Power of Air

What are other examples of air and water being so powerful that they cause damage to man-made objects? (hint: weather)

6-8: Be a Builder

You've been tasked to build a house that can withstand the vortex canon. Describe the materials and building methods you would use to withstand that force.

9-12: Science in Stories

This experiment was inspired by the story of The Three Little Pigs. Using another fictional story, outline the steps required to scientifically test a seemingly fairy tale concept. (suggestions: Rapunzel, Pied Piper, Jack and the Bean Stalk, concepts from Harry Potter or Twilight, etc.)

Sound of Music Dance Writing Prompts

K-2: Describe Dancing List 3 adjectives to describe how dancing makes you feel (optional: in complete sentences). Bonus: Draw a picture of someone dancing!

3-5: Contagious Rhythm If you were in the train station, would you have joined the dancers? Why do you think so many different kinds of people (young & old, boys & girls) joined in?

6-8: Ballroom Brainstorm There are many different kinds of dances. Brainstorm as many forms of dancing as you can. What do all of those dances have in common?

9-12: Compare Performances Is this surprise performance more entertaining than a scheduled dance recital at at theater? Why or why not?

Beauty Before and After Writing Prompt

K-2: What do you think makes someone beautiful?

3-5: Would you recognize the girl in the beginning from the final billboard photo? Would you ever want to change so much people didn't recognize you? Why or why not?

6-8: Is your image of your body and your looks affected by how models and stars look? Is that a good or bad thing?

9-12: Do you think the media should represent beauty more realistically or should they stick to these airbrushed models? What is their responsibility to the impressionable people (young or old) whom these images affect?

The Fun Theory Writing Prompt

K-2: Would you take the musical stairs? What song would you want to play? Draw a picture of you "performing" on the piano stairs.

3-8: Now it's your turn to try the fun theory. Choose a task that is typically boring and make it fun! Describe why your game or "angle" on the chore is more entertaining.

9-12: This experiment worked for the first day. Do you think people would still choose the stairs more if they were always musical? Explain why the novelty of the piano stairs would either remain OR fade.

Modern Day Pirate Prompts

K-2: Pretend Pirates & Their Booty

Real life pirates are scary, but sometimes it's fun to pretend. Draw yourself as a pirate and write the names of some things that might be on your ship.

3-5: Real vs. Make Believe

How are real life pirates different than make believe pirates you’ve read about in books or seen in the movies?

6-8: Your Pirate Story

Write a story as if you are one of the characters (a passenger on the US ship, a pirate, a Naval officer retaking the ship).

9-12: Where in the World?

Where is Somalia? Using a map, plot the places mentioned in the video. Why is that region difficult to defend against pirates?

Marshmallow Test Video Writing Prompts

K-2: Take the Marshmallow Test

If you were given the marshmallow test, what do you think you would do? Why?

3-5: Hard to Resist?

Why was it difficult for the children to resist eating the marshmallow?

6-8: Marshmallows on My Mind

Describe what is going through one of the kid's mind as (s)he tries to resist the temptation to eat the marshmallow.

9-12: Immediate Gratification

Our culture is one fueled by immediate gratification. What are some other examples of people being unable or unwilling to wait? Is this a positive or negative trend?

Art on Wheels

K-2: List 5-10 adjectives that describe the custom-made bicycles in the video.

3-5: The interviewer wanted a bike that looked like a dinosaur. Using complete sentences, describe the custom-made bike you would order. Bonus: sketch your dream bike.

6-8: If you were going to interview the bike artist, what five questions would you ask him?

9-12: These bikes are useful, as well as beautiful. Is art with function more valuable than your typical painting on a canvas? Why or why not?

Octopus' World Cup Forecast - Video Writing Prompts

K-2: Sporty Tentacles Draw an octopus! On each of his 8 legs, write the name of a sport or sports team you know. You can decorate each leg to represent that sport/team.

3-5: Athletics Love Soccer is the most popular sport in the world and is gaining popularity in America. What sport or activity do you love the most? Why?

6-8: Paul's Future Forecasts What will become of Paul, the predicting octopus? Write a short, creative story about how Paul will use his talents next!

9-12: Fair Weather Friends Germany loved Paul while he was predicting their victory, but turned their backs on him once he predicted their loss. Describe a time you can remember when telling the truth hurt a relationship.

Red Bull's Time Square Pit Stop

K-2: Design Your Own Race Car What colors would it be? What number would you choose? What pictures or symbols would you use to decorate it?

3-5: I Feel The Need, the Need for Speed To work on a pit stop crew, you have to be really fast. If you could pick one thing to be able to do really quickly, what would it be and why?

6-8: Share Your Racing Experience Pretend you were on the corner when this pit stop crew took place. In one paragraph, describe the event for your friend who was not there.

9-12: Pit Stop Promotion How will this stunt help Red Bull sell more energy drinks?

Can't see this video? Watch it here!

Fireworks Designer Video Writing Prompts

K-5: Exploding with National Pride Fireworks can have different shapes and ways of exploding. Design your own firework to represent America on the 4th of July. Draw it on a piece of paper, give it a name and write why it honors the country. (Adjust length for grade level)

6-8: The Fascination of Fireworks Fireworks have amazed people for hundreds of years. Why do you think people of all ages still enjoy watching fireworks?

9-12: Fireworks as Composition The fireworks designer mentions some of the methods he uses to script or compose the fireworks display. How is his process like that of any writer or artist?

YouTube blocked? Watch the video here!

Toys Story 3 Video Writing Prompts

K-2: Your Buzz & Woody What toy is your absolute favorite? Write down 3 words (or sentences) that describe why you like it.

3-5: If You Were a Toy Pretend that you get to be the voice for a Toy Story 3 toy. What toy would you be? Why would that toy be the perfect fit for your voice?

6-8: Toys Trashed? When you outgrow your toys, what do you do with them? Do you think its best to keep them, give them to a younger family member or to charity, or to throw them away? Why?

9-12: The Gender of Play Ken gets teased for being a girls' toy. Do you think that children gravitating toward traditional toys for their gender is a natural tendency of children or a result of how little boys and girls are treated differently?

Stanley Cup Goes to a Baseball Game Writing Prompts

There is a tradition among Stanley Cup winners that each player gets to keep the trophy and do whatever they want with it. The trophy "sang" the 7th inning stretch at the baseball game this week. In the past, players have drank out of it, made giant ice cream sundaes in it and even strapped it in for a water skiing ride.

What would you do if you had the Stanley Cup for the day?

K-2: Draw a picture of you and the Stanley Cup doing your activity.

3-12: Describe what adventure you and the Stanley Cup would have. If it is an unusual activity for a cup to do, be sure to explain HOW you'll pull it off. Be creative!

explore Water

K-2: What are different ways you use water everyday? Draw a picture to illustrate one way.

3-5: Describe three ways you can conserve, or save, water everyday?

6-8: Identify the three different ways water affects each country in the video.

9-12: How involved should America be in solving international water problems? Explain the political and moral implications of your decision.

Skater Babies

K-2: Those babies are having a lot of fun with roller skates. List/draw five things you use to have fun!

3-5: You wouldn't expect babies to rollerskate so well. Do you remember a time you saw something you didn't expect? Describe what you saw and why it surprised you so much.

6-8: Now that the evian babies have mastered rollerskating, what should they do next? Describe what you think their next performance should be (it could be musical, dance, sports, etc.).

9-12: Evian is trying to capture the spirit of youth with this ad. Explain the specific qualities and characteristics of being young that evian wants viewers to associate with their product.

Pants on the Ground Writing Prompts

In honor of the American Idol finale, here's a writing prompt throw back to the auditions.

K-2: Larry wasn't allowed to be on American Idol because of his age. What is something you aren't allowed to do because of your age? How did that make you feel?

3-8: Pretend that you are an Idol judge. Choose the adjective that best describes Larry's performance for:

- singing voice
- dancing ability
- original song
- entertainment value

Provide a one-two sentence explaining why that adjective best describes Larry's performance.

9-12: Larry's song is commenting on modern fashion trends and youth culture. Write an argument DEFENDING your favorite fashion trends.

(Alternative: write a song defending your favorite fashion trend, including 2 verses and a chorus)

BP Oil Spill Writing Prompts

K-2: Ocean Animals This oil spill is bad for animals in the ocean. What animals live in the ocean? Write down and draw at least 3 animals that live in the water.

3-5: Leaking Cup Pretend you're holding a cup with a hole in it. What would you do to seal the hole? You can only use supplies you have in your classroom right now.

6-8: Oil Spill Effects How does this leaking oil affect the environment and ecosystems in the water and on land? How will this also affect people?

9-12: You Plug the Leak How would you have proposed fixing the leaking oil pipe? Describe your plan to plug the leak using the latest technology or common sense techniques.

Derby Days Writing Prompt

K-2: Super Saver, Sidney's Candy, Mission Impazible, and Backtalk were other horses racing on Saturday. If you had a horse, what would you name it? Draw a picture of your horse and label it with his name. Remember, you can decorate the saddle and number to match your name.

3-5: Who deserves more credit for the win - Super Saver, the horse, or Calvin Borel, the jockey who rode him?

6-8: Super Saver was not originally favored to win the derby. Why do people root for the underdog?

9-12: Many people believe that gambling in wrong and immoral. What do you think are the moral implications of gambling on horse races like the Kentucky Derby?

Avatar & Imperialism Writing Prompts

K-2: Sharing Nicely The nice thing to do when someone else has something you want is to ask them to share it. Pretend you want to borrow a toy from your friend at school. How would you ask them nicely to borrow it?

3-5: Overcoming Obstacles The soldier overcomes being in a wheelchair to do great things. When have you had to overcome an obstacle? What did you do?

6-12: Historical Influences What historical groups/nations have been victim to colonialist or imperialist invasions? Name one examples of colonialism/imperialism and describe the major parties involved and how the invasion resolved itself.

A Lesson in Sportsmanship

K-2: Those nice players deserve congratulations for being such good sports. Draw a sign that shows how proud you are of their actions. Include adjectives that describe their good deed.

3-5: Think of a time that you lost at a sport or contest. Describe that experience and how you reacted. Did you demonstrate good sportsmanship?

6-8: Imagine that you are on the opposing team in a similar situation during an important playoff game. If that homerun is the difference between winning and going to the state championship or ending your season, what would you do?

9-12: If this were a professional sports event, would you support the same action and result? Why or why not?

Mississippi Prom Ovecomes Racism

Warning: there is one swear at 1:30 in the video. The video has a very positive message, so use at your discretion.

K-2: These students are being loyal to their friends. Who are your friends? What do you like to do together? (write or draw)

3-5: These students are making a difference in the world. What are three ways you can make a difference in you family, at school or in the community?

6-8: Why would one school integrating prom have an impact outside of that school and community?

9-12: Some students worried about their parents reaction to an integrated prom. Think of a time when obeying your parents' (school's or other authority's) wishes conflicted with what you thought was right. What did you do?

March Madness UnderDogs Writing Prompts

K-2: Dribbling Descriptions Draw a picture of yourself playing your favorite sport. Write the name of the sport and three adjectives that describe what you like about it.

3-5: Overcoming the Odds No one expected Butler to make it to the Final Four. Have you ever did something that surprised everyone (even you)? In full sentences, describe that experience and how it made you feel.

6-8: A Lesson in Losing The coach talks about how Butler lost some big games early in the season. Do you learn more from winning or losing? Why?

9-12: Time Management Tips All of these athletes are also students who will have to return to school after the NCAA tournament. What tips would you give these student athletes to balance the demands of sports and school? List at least 5.

Dawning of the New Moon

K-5: If you had to pick between being a vampire and a werewolf, which would you pick? Give three reasons why you made that choice.

6-8: "New Moon" was a book before it was adapted into a movie. Of all the books you've read this year, which would make the best movie? Why?

9-12: Trailers are meant to build suspense and make viewers want to see the whole movie. Is this trailer successful in creating suspense? Why or why not?

Goodbye Hannah Montana Writing Prompts

K-2: Hannah is homesick. What do you miss when you're away from home?

3-5: Hannah's horse Blue Jeans gets lost in LA. Write your own story about a horse loose in the city. Make sure to answer the questions:

How did it get loose?
Where does it go?
What kind of trouble does it get into?
How does the story end?

6-8: Imagine your best friend is moving away. Write him/her a letter saying goodbye and telling him/her what you'll miss about them.

9-12: Now that Miley Cyrus is leaving her Hannah Montana show behind, will her career survive the transition from child star? Why or why not?

Oscar Movies Writing Prompts

K-2: Red Carpet Clothes What would you wear to the Oscars? Draw yourself on the red carpet and write a sentence describing your outfit.

3-5: Movie Rules Think about your favorite movies. What do you like about them? Based on that, write 5 rules to make a great movie.

6-8: Movie Review What's your favorite movie of the year? Write a 3-5 paragraph movie review that explains why exeryone should see that movie.

9-12: Oscars Reporter As a reporter, you're tasked with interviewing nominees after the Oscars. To prepare, write five questions you'll ask the winners. Then, write five questions you'll ask nominees who didn't win.

For a non-YouTube version of the video, click here.

Chile Earthquake Writing Prompts

K-2: Stormy Feelings Think about a time when there was a big storm. Write 5 adjectives that describe how it made you feel. Then, use each word in a sentence.

3-5: Building on Prior Knowledge What did you know about Chile (and South America) before watching this video? What did you learn?

6-8: Quake Inner Monologue Create an inner monologue describing the thoughts of someone who was in the earthquake.

9-12: Your First Call If you lived through a huge disaster like this, who would be the first person you'd call? What would you say?

The Colbert Report

Mon - Thurs 11:30pm / 10:30c

Skate Expectations - Speedskating Race - Shani Davis

www.colbertnation.com

Colbert Report Full Episodes

Political Humor

Skate Expectations

Colbert Speed Skates into Olympics Writing Prompts

K-2: Choose Your Event: To be an Olympian, you need to start training when you're young. What sport would you train for? List 5 qualities you need to be successful in that sport (for example, being fast or hard-working).

3-5: Challenge a Champion: If you could challenge any Olympian to compete in their sport, who would it be? Why? (i.e. Lindsey Vonn the skiier, Shaun White the snowboarder, or Shani Davis the speed skater).

6-8: Training Instructions: Olympians make it look so easy. Think of something you're really good at. In 2 or 3 paragraphs, explain step-by-step instructions describing how you can excel in your chosen talent to help someone learn that skill.

9-12: The Skate Debate: Some worried that accepting Colbert's donation would be a distraction to the Olympic speed skating team and make them a joke. Do you agree or disagree? Defend your stance with at least three supporting reasons.

Shorty Slam Dunk Writing Prompts

K-2: Basketball brainstorm - write down as many basketball-related words as you can in 5 minutes. Then, label each word as a "noun," "action word/verb" or "adjective."

3-5: Design your own slam dunk trick. Describe what your moves would be and give your dunk it's own name.

(Feel free to use props, get help from other people and ignore the rules of gravity.)

6-8: Pretend you're a sports reporter. Compose a 5-word headline for Robinson's slam dunk contest win. Then, brainstorm 5-10 interview questions for Robinson.

9-12: Imagine that Nate Robinson was cut from his high school basketball team for being too short (at 5'9,'' he is much shorter than your average basketball star).

Compose a dialogue between Robinson and his coach convincing the coach why Robinson deserves a spot on the team. Dialogue should be at least 15 lines.

Google Super Bowl Ad Writing Prompts

K-2: Write down 3-5 things you use your computer to do? In full sentences, describe your favorite thing to do on the computer?

3-5: Pretend that the internet hasn't been invented yet. Brainstorm 3-5 ways you would try to find the answer without using a computer.

6-8: Think about how often you've searched the internet this week. What would someone learn about you based on your searches?

9-12: Create a timeline of your life using search engine entries that you or your parents would have looked up. Include at least one major search per year.

Can't see video here? Go to video

Helping the Children of Haiti Writing Prompt

K-5: If any of these Haitian orphans came to your home, your neighborhood or your school, how would you make them feel welcome and at home?

6-8: Brainstorm 5 ways you and your class could get involved and help these children and the other victims of the Haiti earthquake. (Optional: vote on the most realistic and effective plan and DO IT!)

9-12: How is the aftermath from the Haitian earthquake different than other recent disasters (the Asian Tsunami, Hurricane Katrina, etc)? Is a country's wealth and international relationships a cause of those differences? Why or why not?

Bucket Drummers Writing Prompts

K-2: If you were going to play a musical instrument, what instrument would it be? Either draw a picture of yourself playing your instruments OR explain why that instrument is right for you.

3-5: Look around the classroom. Choose an ordinary item, then brainstorm 5 things you could do with that item other than its usual purpose.

6-8: Music is clearly a passion of these young men. What hobby are you passionate about? Describe how it feels when you are doing the thing you love.

9-12: No matter what the year or location, music is a universal element of culture.

1. Choose a specific time and place (whether it's the time period you're reading about, a geography assignment or modern culture).

2. Explain how the music of the time represents that society.

Ghosts of Christmas Writing Prompts

K-2: Pretend your school has a ghost. What is his or her name? What does he/she look like? Draw the ghost and write his/her name under it.

3-5: First, put three columns on your paper and label them "past," "present" and "future."

Then, write 5 action verbs that you "do" during the holidays.

In each column, write the verb in proper tense (past, present or future).

6-12: Disney wants to release a sequel to A Christmas Carol. Describe three new ghosts they could create for Scrooge's next story. (9-12) Write a one-page pitch to persuade Disney to use your plot for the sequel.

Mystery in the Sky Explained

K-2: Mystery Word Swirl: Draw a big swirl on a piece of paper. For every circle, write a word that relates to "mystery."

3-5: Do you buy this story? Write an alternative explanation for the blue swirl in the sky. Use your imagination!

6-8: Russia's missile project seems to be failing. Describe a time you tried to do something and were unsuccessful. How did it make you feel? Did you keep trying?

9-12: Missile Interview: Pretend that you're interviewing the Russian soldier who tested the missiles for your school newspaper. Write ten questions you would ask about the blue swirl event and their failing missile project.

White House Party Crashers Writing Prompts

K-5: Pretend you get to throw a party at the White House. Create your own presidential party invitation. Don't forget to include where the party is, when it is taking place, why you're celebrating and what your guests should bring and/or wear. (For example, is it a dress up party or will you play football in the White House lawn?)

6-8: What would you do if you threw a party and uninvited guests crashed? Explain who the uninvited guests are and why you would chose that reaction?

9-12: Do you think what the party crashers did was wrong? Should they be punished? Why or why not?

A Dialogue with Fred Writing Prompt

Write 10 questions you would want to ask this character Fred? Then create a dialogue between you and Fred.

Ask the questions and give the answers as you think Fred would answer them. The video clip gives you a good sense of the character Fred. Make sure the answers to your questions are word for word as he would answer them. “Dialogue…I love dialogue…O my God good luck…”

Dr. Horrible's Emmy Writing Prompt

K-2: If you were a super-villain, what would your name be? What would the name of your hero nemesis be?

3-5: What is the best show on TV? Why?

6-8: Do you spend more time on the internet or watching TV? Which do you prefer and why?

9-12: Do you have a blog? If so, describe your blog, who reads it and why you blog? If not, what would you want to blog about and why?

Kanye's VMA Stunt

K-2: What Kanye did to Taylor Swift was not nice. If that happened to you, how would it make you feel?

3-5: Should Taylor Swift have said something about Kanye's interruption? If so, what should she have said? If not, why not?

6-8: Pretend you are planning a music awards show. Based on his rude behavior at this and other award shows, would you invite Kanye West? Why or why not?

9-12: What were they thinking? Write three separate internal monologues for Taylor, Kanye and Beyonce while it was happening.

9/11 Student Tribute

K-2: What adjectives would you use to describe the 9/11 police officers and fire fighters?

3-5: What would you say to someone who lost a loved one on 9/11? Write a letter expressing your concern.

6-8: Do you remember where you were on September 11? Describe your experience.

9-12: How is the world a different place than before Sept. 11?

Put a Ring On It Writing Prompt

K-2: Do you like to dance? Draw of picture of you doing your best move.

3-8: How did dancing help the football team score a touchdown? Create a name for this strategy.

9-12: How does this dancing football sequence overcome high school stereotypes? Is there a high school stereotype that applies to you? How are you different from that stereotype?

Ted Kennedy Remembered

K-2: It is a great honor to have the president give a speech about you. If you were getting an award, who would you want to give a speech about you? Why?

3-5: As Obama's speech says, Ted Kennedy was once overshadowed by his big brothers. Do you ever feel overshadowed by your sibling(s)? If you don't have siblings, do you ever wish you did? Describe how that makes you feel.

6-8: Ted Kennedy was compared to Daniel Webster. What historical figure is most like you? Why?

9-12: "He was a product of an age when the joy and nobility of politics prevented differences of party, platform and philosophy from becoming barriers to cooperation and mutual respect, a time when adversaries still saw each other as patriots." What does this quote imply about the current state of politics in America?

World Record Racer

K-2: Using the letters in Usain Bolt's name, write as many words as you can in 5 minutes. Ready, set, word race!

3-8: Usain Bolt is as fast as a lightning bolt. Write five more similes to describe how fast Bolt is. (6-8: Use one or more of those similes to write a poem about Bolt).

9-12: Gatorade wants Bolt to be their new spokesman. Brainstorm ideas for their marketing campaign. Consider billboards, tag lines, commercials, etc. (Tip: Gatorade's symbol has a lightning bolt in it!).

That's What I Call an Entrance

K-2: Draw of picture of yourself showing off your best dance move. Write a name for that dance underneath the picture!

3-8: Describe how you would feel if you were dancing in front of all those people.

9-12: A wedding is a ceremony committing two people to a lifetime together. In your opinion, what does this dancing entrance say about the bride and groom's attitude toward their marriage? Are they not taking it seriously enough or does this demonstrate their bond?

Writer's Mission: Remember Moon Landing

K-2: The Apollo 11 astronauts hit a golf ball on the moon and left an American flag. If you could bring one thing to the moon OR do one thing on the moon, what would it be? Why?

3-5: What should NASA's next mission be? Write a letter to NASA sharing your mission idea and give 3 reasons why they should choose it.

6-8: Imagine that you are an astronaut on board a space shuttle. Write a one-paragraph monologue of what you would be thinking during the launch countdown.

9-12: Landing on the moon was a major moment in the history of exploration. Is it important for people to continue devoting tremendous amounts of time, effort and money to explore the world outside our planet, solar system or even galaxy? Why or why not?

In Memory of Michael Jackson

(Stop video at 2 minutes to avoid mention of Jackson's criminal charges)

K-2: Michael Jackson has been a star since he was a kid. Who is your favorite child star? Write down 5 adjectives to describe him or her.

3-5: MJ and his music are a major influence on current pop stars and musicians like Justin Timberlake. Who would you emulate in your career? Why?

6-8: Using titles from Michael Jackson's songs, write a paragraph on any topic that lets you use at least five of these words and phrases.

Thriller; Smooth Criminal; Bad; Beat It; The Way You Make Me Feel; Heal the World; Man in the Mirror; ABC; I'll be there; Jam; Remember the Time; Black or White

9-12: MJ’s career has been tainted by scandal in his personal life and allegations of child abuse. His death raises a moral question for fans of his music. Should fans remember Michael for his life as a musician or should his personal life affect their memory of him?

Obama Comes Out Swatting

K-5: President Obama was distracted by the fly. What distracts you when you are trying to concentrate? How can you avoid those distractions (List three specific techniques you use to concentrate)?

6-12: Animal rights activist group PETA is not happy about President Obama's treatment of the fly. They are sending him a humane fly catcher that allows you to catch the fly and release it outside. Do you agree that killing an insect is wrong? If now, how is killing an insect different than other animals?

And the Winner Is...

K-2: If you were going to try out for this talent show, what would your talent be? Draw a picture of you performing your talent.

3-5: It's important to be a good sport. How do you react when you come in second or lose at a competition? How should you react?

6-8: At first, everyone underestimated Susan Boyle because of her appearance. Have you ever misjudged someone based on what they look like? Describe that experience.

9-12: Since dancing and singing are completely different talents, is it fair to judge them in the same competition? Why or why not?

Lebron Stuns with Playoff Buzzer Beater

This exciting game-winner tied the Cleveland Cavs with the Orlando Magic in the NBA semi-finals with one win each.

K-2: What is your favorite sport? Why do you like that sport more than others?

3-5: The Cavs managed to do a lot with 1 second. What could you do in 1 second that has a big impact?

6-8: Lebron James showed that he can play well under pressure. What are three other qualities that make someone a good athlete and team player? Be sure to explain why those qualities are so important.

9-12: Describe your most memorable moments in sports (or another hobby you're passionate about) - either as a player or a fan.

Slumdog Star Struggles

K-5: If you could only save three things from your house, what would you save and why?

6-12: Do you think Slumdog Millionaire's producers should treat the stars differently than other child actors because of their personal hardships? Why or why not?

Hollywood Mom Prompts

K-2: Celebrities pick some crazy names for their children, like Coco, Suri, Rocket and Apple. Let's have a Name Brainstorm.

1. Write down 5 of the most unique name you can think of.

2. Nominate 5 names as the most bizarre

3. Then vote to see which name wins!

3-5: Your parent(s) may not be celebrities, but they are stars at their jobs. Describe the job of one of your parents. Would you want that job when you grow up? Why or why not?

6-8: Why are people so fascinated by the children of celebrities?

9-12: Do you think it is good parenting when a celebrity sells their child's picture to a magazine? Why or why not?

Space Party Prompts

1. NASA is celebrating space exploration worldwide.

If NASA asked you to send something into space that represented who you are, what would it be?

Explain why you chose that item and what it would tell people from other countries OR beings from other planets about you.

2. Describe a time in your life when you explore the unknown.

Based on that experience, why do you think people feel the need to explore, both on earth and in space?

When one of my students has a discipline problem I just go into my file cabinet and take out a previously copied form. There are four questions on the form with enough lines underneath to answer. The questions are:

1. What did I do wrong?
2. Why wasn't my action acceptable?
3. What should I have been doing instead?
4. What will I do in the future?

I read the completed form over with the student to make sure all facts are correct and then mail the forms home to the parents. This system forces the students to own up to their actions. I've found that it works wonderfully in curbing behavior problems.

~ Laraine Reisner, Fourth Grade Teacher

I fill out my office referrals after class and drop them off at the discipline office during lunch or after school. This way the students don't know when they are going to get a referral.

The administrators appreciate it because when a student is sent to the office they may be involved in more important situations. This method works very well as it allows the administrator to get to it at a more opportune time and it keeps the students a bit off guard.

~ Billy Harris, Middle School Teacher

I have discovered ways of enforcing discipline without disrupting the class or embarrassing the student. First I give a look, move towards, or deliver a note the student. If that does not work, I fill out a referral and leave the name blank.

I tape it to the wall and tell the class if there's anyone who just cannot help but talk, that person should come forward, put their name on the referral and talk with the assistant principal. This usually does the trick.

~ Billy Harris, Middle School Teacher

One year I had an extremely squirmy class and there was more directing going on than teaching. With the class I developed a signal to cover all the directions at once. The cue is 'BLUEHOD.' It stands for 'Back to back of chair, Legs Under desks, Eyes on speaker, Hands On Desk.' I used it as a verbal cue for many years and then decided in some situations a silent signal could send the same message.

I simply tap my shoulder, either shoulder, either hand. It is kind of a game and we see how quickly everyone responds. It has extended past the classroom to the halls, library, assemblies. Because of this, it has come to mean 'do what is expected for that particular situation.' It has worked well for me and any friends who have tried it. Keep it quick and fun.

~ Kim Walker, Third Grade Teacher

I use a small plastic bucket to address the issue of tattling. I decorate the bucket with a sad face, a nose, eyes and some big ears. After I discuss tattling with the class, I tell my students that if they want to tattle, they must write their concern on a piece of paper and place it in Mr. Bucket.

This has been a great help in stopping the tattling because kids don't get my attention. Later, I read what is placed in Mr. Bucket and then decide if anything needs to be addressed.

~ Kirk Ver Halen, Third Grade Teacher

My students seem to need to go the bathroom all the time. I give each student a poker chip called a bathroom chip with the student's number written on it. I also make a chart of designated bathroom partners that changes weekly. Students may only use their chip once a week to go and they must take their designated partner of the opposite sex.

If they don't use their chip during the week, then I give them extra tickets during our weekly reward time. If the child must go twice during the week then I keep their chip for the following week. I usually only have about five kids per week that need to leave the classroom.

~ Shauna Hawes, Fifth Grade Teacher

It seems that my students constantly want passes so now each of my students may only have three passes every nine weeks. Each time they use a pass, I mark it on the list next to their name.

After their third pass, they need to make up ten minutes of class during their lunch period. This way, if a student really does need to 'go' they can but if they just want to roam the halls they will think twice. I've only had one student opt for the lunchtime payback.

~ Janet Romo, ESL Teacher

I like high school students to control when and if they may attend to business such as calling home, rest room, locker etc. It places the responsibility with them, where it belongs. However, I want some control over how often they leave, so at the beginning of the term, I give each student a set of personalized pre-printed passes. I decide how many times I think it is reasonable for them to leave, and give them that number of passes.

To use a pass, students fill it out with date, destination, and time, and leave it on my desk and then leave. Meanwhile, I have not been interrupted from explaining an assignment, helping a student or whatever. The student has not wasted time waiting for my attention; I have a record of where they are, and they, not I, decide if they really need to leave.

When students have used all of their passes, they may not leave. I make that clear from the beginning, and warn them to plan ahead, and consider saving at least one pass for emergencies.

~ Fran Miller, Ninth through Twelfth Grade Teacher

I label each table (you could use groups of desks, too) with a day of the week, so that we have a Monday table, a Tuesday table, etc. Then on the day of their table, the students do all the 'extras' that in the past I used charts to organize. For example, they use the computers at recess or free time. They read their journal stories to the class.

They use games or manipulatives that are limited in number. You can add anything that needs to be charted. I also like to add responsibilities, like helping sharpen pencils or tidying up the room. It helps demonstrate the idea that along with privilege goes responsibility.

~ Jean Paschke, Second Grade Teacher

With so many students to keep track of during the year, I have included a small picture of each child on my five seating charts with tape under each for when I change seating. I staple a sheet of transparency film over the chart and can make notes on the transparency with markers for pertinent information. This is also a great help for substitutes, who can quickly put the face and name together for quick reference.

~ Joyce Johnson, Middle School Teacher

I trim post-it notes to fit my seating chart board. By using these stickers, I can quickly relocate students to a new seat without messing up my whole chart.

I also photocopy the chart weekly and use it to take notes on students' responses, absences, demerits and such. This gives me documented participation when grading time comes.

~ Mary Westphal, High School English Teacher

I use a digital camera to create a modern seating chart. I take each student's picture, laminate the pictures and cut them apart. Then, I stick Velcro dots on to the backs of the pictures and onto a laminated poster board.

This way, I can easily change their seats around during the year. My substitutes love me for this! I also have a library of student photos for future use and awards.

~ Mary Patterson, Sixth Grade Science Teacher

Students who leave my classroom to return to general education classes often dawdle in the halls or 'forget' to return to class completely. To solve this problem, I had my hall passes printed on carbonless, duplicate paper.

Now, when I write a pass with the departure time on it, the student gets one copy and I save the other copy to drop in the general education teacher's box. This way, the teacher is kept informed about when that student left one classroom for another.

The students are also aware that teachers are keeping track of the travel time to and from class. These passes were very unpopular with the students at first, but most have come to realize that the pass helps keep them out of trouble. Needless to say, the teachers love the new system.

~ Tiffany Hayes, High School Teacher

I have permanent student monitors every three weeks but I used to have to continually remind them of their jobs. Now I have a supervisor monitor whose job is to make sure the other monitors are doing their jobs. The supervisor also checks to see if a substitute monitor is needed for an absent student.

At the end of the three weeks, the supervisor gets to keep a special loving cup at his/her desk and is the line leader. The supervisor job is a once a year thing. It's both a coveted job and a good training position to foster leadership skills.

~ Darlene Roker, Fifth Grade Teacher

I find that email is the perfect tool for sending sub plans to school when I am not able to go myself. I just email a friend who can print out the plans and take them with him/her in the morning. (Of course, I call first to make sure the friend is able to do it.)

I already have an outline of my schedule and other permanent information on word processing. Whenever I am going to be absent, I just type in the current information. Computers make planning so much easier.

~ Mary Garrett, High School Language Arts Teacher

Recently, the flu felled 18 of our teachers at once, including 3 from our science department. That's three subs with NO sub plans! Now that the chaos has settled, we've compiled a single folder of emergency sub 'locator notes' for the whole department.

It notes the locations of such things as roll sheets, seating charts, VCR and TV remotes, cabinet keys, gas and water shut off valves and how to use them, etc. We keep these 'locator notes' for each teacher in our department prep room for easy access.

~ Susan Smith, High School Chemistry Teacher

Whenever I need a substitute, I try to remember to leave $2.00 for him/her to have lunch on me. Substitutes usually don't get paid a lot and this not only helps them out, but I find they are more willing to come at the drop of a hat when needed.

I remember that when I was substituting there were many times I didn't have any left over money for a lunch since we were paid once a month.

~ Wilma Playford, First Grade Teacher

Every September just before back-to-school night, I call each child's family to invite them. There is always a guarded voice when the parents or kids respond to my introduction.

There's a sign of relief and pure pleasure in the hellos as the parents accept the invitation and thank me. I can actually see their warm smiles as I am hanging up. Besides saying hello and extending the invitation, I reap the benefits of excellent attendance, family participation and a long list of volunteers.

~ Ruth Adrian, Fourth Grade Teacher

To quiet my class, I use a wireless doorbell. I carry the button with me when I work with small groups. The students know that when I ring the doorbell, they need to lower their noise level.

If I ring the bell while standing at the front of the class, the students know that I need their silent attention. The wireless doorbell has worked well for me and is a very inexpensive item.

~ Mary Graves, Math Coach

I teach in Colorado, and we use a green, yellow and redlight system. Every one begins on a green light. If they break rules, they turn their lights to yellow. From there it goes red, a note goes home, and they miss half the next day's recess. They would rather eat dirt than have to change that light!

~ Marcia, First Grade Teacher

Free time is something teachers should avoid. By allowing students time just to talk each day, you are setting a precedent about how you view academics and your subject. To avoid this, overplan.

When you have too much to cover, you'll never run out of lessons and you will avoid free time. You can also fill up any left over time with mini-lessons.

~ Melissa Kelly, About.com

Pets, Plants, Aquariums, Oh My!

These can be added to a classroom to add interest. It is not necessary to introduce these special features the first week of school. When you do introduce them to your room, place them where they will not be distracting to the students.

~ Teaching Today

R-E-S-P-E-C-T

A significant way you can help students treat one another respectfully is to model positive behavior in your own interactions with your students by avoiding sarcasm and putdowns.

~ Teaching Today

Get Up and Move!

Teachers can be more effective if they continuously move about the room. While walking around the classroom discussing a topic, you can glance at students' desks to check for homework or make sure the students have the appropriate materials for your lesson. This also can reduce bad behavior.

~ Teaching Today

Create a Calm Spot

Accept that anger is a normal emotion experienced by all students. For those who can't control it, provide a calm, safe cool-down spot. Equip the cool-down area with current issues of popular magazines, writing paraphernalia, koosh balls (great for squeezing to release tension and anxiety), and, most importantly, access to you just as soon as the rest of the class is engaged in an activity.

Angry students need a place and a method to calm themselves in order to begin to deal with their anger productively. Ask them to complete a brief anger log to document what happened and why.

~ Teaching Today

Daily Greeting Fosters Inclusion

Stand by the classroom door and speak pleasantly to each student as he/she enters. Call each by name and ask a general question, such as “How are you today?" This friendly routine will greatly enhance student/teacher rapport and establish a respectful tone for each class session. Be certain, however, to speak to each and every student.

~ Teaching Today

I have a very talkative bunch of 5th graders. I will sometimes say things like, "I hear my voice so I should not hear anyone else." That's usually their first hint that they should Zip it!!

Sometimes, when it's real bad, I will just look at my watch and say, "It's ok if you want to talk during class because I can teach this same lesson at recess." Or try telling them that however much time they waste of yours, you will take from them at recess. Then sit at your desk and wait- patiently! I've only had to keep them in at recess twice when using this tactic.

With my homeroom, each week I assign a Group Leader, who is responsible for keeping the group on track. I give a point to the group who is ready first, transitions well, follows directions, etc. At the end of the week, the group with the most points gets a treat of some sort.

~ Tricia, Fifth Grade Teacher

Go tell the President...

I attended a workshop "Tough Student Survival" and that was one of the strategies that the instructor shared with us. I have a picture of George in my room, and I usually say "That sounds like something you should go tell to the President." I haven't had any complaints yet.

~ Teacher

Classroom Management Builds on Predictability

Maintain a predictable class structure. Set up classroom routines for transitions such as entering and exiting the classroom and handing in homework at the beginning of each semester.

Decide how you want students to prepare for classroom activities (getting into groups, sitting quietly at their desks, etc.). Idea: Write a short task or question on the board for students to begin working on while you take attendance and wait for others to arrive to class.

~ Teaching Today

Be Patient with Behavioral Changes in Disrespectful Students

Accept that changing negative behavior takes considerable time and effort. Also accept that the commitment of this time and effort is a worthwhile endeavor.

Helping a student to dispel disrespectful behaviors is a slow progress, but you will be giving the student a life-lesson that no one has had the courage or strength to teach before. Stay the course and rebuild the trust.

Students become loyal to persons that treat them with respect, even when they may not deserve it.

~ Teaching Today

A LAUGH A DAY!

Humor involves putting a positive spin on reality. Humor models for students a way to deal with everyday adverse situation and creates a more welcoming atmosphere. It helps a student deal with stress, enhances self-image, stimulates creative thinking, facilitates learning and improves interest and attention in the classroom.

~ Teaching Today

It’s Hip to be Square

Become familiar about youth culture and this will help you effectively connect with your students. Look into the latest literature, music, clothing fads, and current technology; spend time looking over popular magazines, films, and television shows. Take time to talk and listen to your students.

~ Teaching Today

When a student approaches me with tattling, I just simply and emotionlessly reply, "OK, thank you for letting me know." I don't know for sure why it works so well, but here is my personal philosophy.

First, you aren't giving any attention to the tattler. (positive or negative) You are also validating their comment without excusing what they think is important (even if they are out to get another person) Finally, I am in the "know" of what's going on and if I choose, I can talk to the person who might have done something wrong, but I always wait until later, when nobody is looking.

This way, they don't know who "tattled" and they think I know everything...haha! ;0)

~ Candy Duff, Proteacher.com

I've seen teachers blink the lights as a signal that it's time to listen. I teach first grade and use a technique I learned while teaching kindergarten.

It is for times when the students are busy at their work and you need to stop them quickly to explain some little thing ("Oops, remember to color that paper before cutting it apart!"), or to tell them of a change in plans ("We have an assembly I forgot about." Or "The school nurse is here to check your vision.")

In your loud, teacher voice say, "Everyone put your hands in the air." Not one hand, both hands. This way they aren't fiddling with something else and they are focused on the directions you have to give.

~ Julianne, Proteacher.com

With my substitute plans I include a generic schedule for the week, including times for lunch, recess, P.E., art. reading, library, math and additional duties I have. I have a substitute bag of supplies.

I like to include some out-of-desk activities like this one: assemble two bags with four or five props (old hat, stuffed animal, pencil, quarter, sunglasses) in each and copy these directions for the substitute: divide the class into two groups and ask each to create a short play using all the props in the bag. Each student must have a speaking part in the play.

Give each group 15 minutes to create their play. At the end of the time, ask each group to present its play to the rest of the class."

~ Mary Ann Herring, Third Grade Teacher

I help parents connect with their child's school experience by creating a class web site. The site includes our schedule, important skills covered during the year, reading suggestions, links that support our units of study and a photo gallery of our class. I also send home a packet at the beginning of the year that includes a discipline plan, procedures, vocabulary lists for the year, my business card and our web site URL so we can keep in contact."

~ Beth Maxwell, Title I Teacher

A colleague gave me this great idea for seating charts. She makes a chart on the computer and enters student names. She projects this chart onto a screen so that students can see it clearly when they enter the room. (Those teachers with less technology can make a transparency and write in the names with Vis-a-Vis markers.)

It's easy for all to see at once, and the names can be changed if a new seating arrangement is needed. All the teacher has to do is put it on the screen, and kids will quickly find their new places when they enter the room.

~ C. Sanders, Teacher

I strongly dislike bare walls, so I only take down content-related posters right before finals start. I leave up the fun, encouraging ones until the very end. Also, since I use hot glue to put them up on cinder-block walls, they come down quickly and easily.

I usually am not one to suggest spending more of one’s own money than necessary on supplies; I have found the poster storage systems to be very helpful. The one I have is a box that has large file folders inside. It's easy to slip the posters into the folders when they come off the wall, put the lid on, and go.

They stay flat and in good shape, so they're ready to go up in the fall. Finally, I find out who is in charge of copier paper for the school and ask for the empty boxes early. I have to pack up a lot of bookshelves for the summer. The boxes are easily stored on top of cabinets and bookshelves until I need them.

~ Lisa Kanute, High School English Teacher

As a special area teacher, juggling more than five hundred kids in twenty three homerooms, I've found lots of shortcuts to manage grades. My favorite is using clear plastic notebook sleeves to hold seating charts. Notes can be written directly on the plastic with overhead markers and then washed off as needed.

~ Joann Benson, Music Teacher

Promote a school wide anti-bully environment. Implement an anti bullying campaign that involves the entire school community: parents, students, teachers, and administrators. If the entire school level is not achieved let the classroom adopt individual policies against bullying.

Discuss with your students what bullying is, identify bullying behaviors, share personal stories and facts of bullying. Work with your students to develop classroom rules/policies against bullying. Post signs designating and supporting a “bully free” classroom.

~ Gerri, Inclusion Teacher

Here's a great tip for decorating your high school classroom: Have the students create bulletin boards for your room. Assign cooperative groups of students, making sure each group has a designated artist. Provide a theme connected to what they will be learning (i.e., Shakespeare).

Have them do research around the theme, and have them post their work on the bulletin boards. Be certain to grade the bulletin boards, as you would any project. Create a rubric with your students so they know that their work is important.

You will be connecting the arts to the content you are teaching. You will be amazed at how creative they are and how interesting your bulletin boards will be!

~ Deb K, High School Teacher

Send a questionnaire home to parents or guardians asking what they can do to contribute to your classroom. Is someone artistic? Does someone have time to give to help in the classroom for an hour? Who wants to accompany the class on a field trip?

Someone might have time to sit and cut out letters for the classroom. Parents may come as guest speakers on topics you will address. You can find talent among the parents and they feel needed and part of their child’s class.

~ Ann, Second Grade Teacher

Every day I write on the board the date and assignment, (written assignments, lecture, or discussion, whatever we do for the day.) Each class period is written with a different color marker.

I give the students a table chart where there is a place for the date and assignment for the them to fill in and keep in their notebooks. I also keep a copy in my notebook. When the student gets out of my classroom they can refer back to the sheet to complete homework.

When someone is absent we all have at our fingertips what we did yesterday.

~ Retha, Teacher

My 8th graders were extremely unorganized and they were constantly losing their homework, worksheets and essays. When it came time for an open notebook quiz, they couldn't find their notes. So I modified the rubric generator for the notebook and I put that up on a bulletin board.

I heard of an idea last year from another teacher in another school system where the teacher kept a notebook along with the class. So I then bought notebooks for each class and kept a notebook along with them. If a student is missing, he/she can see what he/she is missing by going to the notebook.

So far, my students haven't lost any of their work and they are forever checking my notebooks because they know if they are missing even one item, they will lost a lot of points when I do a notebook check! Slowly but surely, their notebooks are becoming more neat and organized!

~ Melissa, Eigth Grade Teacher

High Expectations

An effective teacher must have high expectations. You should strive to raise the bar for your students. If you expect less effort you will receive less effort.

You should work on an attitude that says that you know students can achieve to your level of expectations, thereby giving them a sense of confidence too. This is not to say that you should create unrealistic expectations. However, your expectations will be one of the key factors in helping students learn and achieve.

~ Melissa Kelly, About.com

Deal with disruptions with as little interruption as possible.

When you have classroom disruptions, it is imperative that you deal with them immediately and with as little interruption of your class momentum as possible. If students are talking amongst themselves and you are having a classroom discussion, ask one of them a question to try to get them back on track.

If you have to stop the flow of your lesson to deal with disruptions, then you are robbing students who want to learn of their precious in-class time.

~Melissa Kelly

Avoid confrontations in front of students.

Whenever there is a confrontation in class there is a winner and a loser. Obviously as the teacher, you need to keep order and discipline in your class. However, it is much better to deal with discipline issues privately than cause a student to 'lose face' in front of their friends.

It is not a good idea to make an example out of a disciplinary issue. Even though other students might get the point, you might have lost any chance of actually teaching that student anything in your class.

~ Melissa Kelly

I give my 5th-8th grade students "credit cards"with 5 punches at the beginning of the semester. Students lose punches for being late to class, missing assignments, and for leaving the room at any time (classes are short, so disruptions are minimized).

Students at the end of the year with 5 remaining punches (2 cards for the entire year, 10 punches total) are treated to a party of their choosing. It's instills a sense of responsibility, as most students have not needed the credit card second semester.

~ Amy, First Grade Technology Instructor

Stop disruptions with a little humor.

Sometimes all it takes is for everyone to have a good laugh to get things back on track in a classroom. Many times, however, teachers confuse good humor with sarcasm. While humor can quickly diffuse a situation, sarcasm may harm your relationship with the students involved.

Use your best judgment but realize that what some people think as funny others find to be offensive.

~ Melissa, Teacher

All of my high school students are given a folder to store their work. They may decorate it with goals or motivational quotations. I use them at parent-teacher conferences and when the parent comes in for an impromptu conference.

I have information just a fingertip away to show parents.

~ Susan May, High School Teacher

I had business cards made up with my name, school address, phone and fax numbers and email address. Originally, I just gave them out at the meetings and conferences I attended but now I give them out to my students too.

I laminate them and glue a magnet strip to the back. I get the magnets as freebies from business donations. Each family has the magnet on their refrigerator as an easy to find reference. It's also a reminder to my students that I want to be in touch with their families too.

~ Susan Randall, Special Education Teacher

An experienced teacher gave me this tip ages ago. For a terrific chalk board cleaner, dab a terry cloth rag with Old English Furniture Polish. Wrap it up right and put it in a Ziploc bag for a couple of days – the oil will soak in.

Use that rag instead of erasers for a new board look with no dust!

~ Joann Benson, Music Teacher

On the last day of school, we sit on the floor on blankets or small carpets to autograph yearbooks, T-shirts etc. At the beginning of the last day of school, we sit in a chair in a circle and make a 'Spider Web' with yarn while giving each other compliments.

Start with one person and tell something you like or something nice about that person. That person throws the ball of yarn to another person and says something nice about him/her.

It keeps going across the circle and back and forth until everyone is holding yarn. This way the students end the year with good thoughts about everyone in the classroom.

~ Tracey Dannels, Second Grade Teacher

Homework can be a difficult thing to obtain from some children in your class. Get the parents involved by sending a homework assignment sheet to be signed each day. Let the child sign the sheet also.

The accountability is now on parents and child. At the end of each week, send a certificate of congratulations to parents and child for all homework completed for the week.

~ Alex, Fourth Grade Teacher

Some of our new teachers are former graduates of our high school and know me as their teacher. I try to make them feel more comfortable by telling them to call me by my first name. This helps to ease the first day jitters as it did for me when I started teaching.

~ Valerie Washeck, High School English Teacher

Wish you had more magnets for attaching student work to your white board? I attach stickers to old refrigerator magnets and then cut them to size. These magnets work great for displaying student papers or announcements.

I keep a supply of magnets in a small container near the white board, making them easily accessible for students who have work to display.

~ Angela M. Galbreath, Fifth Grade Teacher

Ever have one of your dry erase markers dry out? Just use a pair of pliers to remove the tip and turn it around. You are good for another round of teaching. I have used this technique for years. You can later turn the tip back around, and the old dried out tip will be good again.

~ Susan Lawson, Fifth Grade Teacher

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 don't 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.

~ Penny, 5th & 6th Grade Teacher

Use graphic organizers, semantic maps, or webs to develop a theme on any topic. Start with a concept and build around that concept by asking students to tell what they already know.

Once the mapping is complete, create categories that tie the various responses together for each category. Show students the relationships of the categories and explain how virtually any topic has many perspectives that can be considered. For example, when studying any given "culture," the areas that can be explored include historical, economic, geographical, social, and political perspectives.

~ Sam, Special Education Teacher

I teach sophomores and seniors but I don't see the kids in eleventh grade. The eleventh grade material doesn't overlap mine at all. So, when I teach grammar skills to my tenth graders, I save the kids' note sheets and return them to the students in their senior year.

Seeing their own writing on a familiar note sheet helps jog their memories. They also don't have to rewrite all those notes during their senior year! The kids laugh at their terrible sophomore handwriting and appreciate having those notes right at hand as we go over the old material and then build on it.

~ High School Teacher

I have tried to get my students to stop using tense shifts for years. I finally found a way: remove 'ing' verbs. This suggestion forces students to write either in present or past tense. Most scientific journals follow these rules and limit 'ing' verbs.

It has worked with my freshmen and sophomores, and we have now implemented this rule across the curriculum. Try it, and be surprised.

~ Carla Winters, English and Speech Teacher

My classroom mailboxes are made from? Gallon cardboard milk or juice cartons. I ask the students to bring them in the first week of school. I cut off the tops, staple them together in rows, use craft paper to cover the sides and use labels to put the kids' names in alphabetical order.

I include a box for my assistant and myself. I can replace the kids' names and use the mailboxes over again the next year. I use the mailboxes to send positive notes or thank you's to the children. Sometimes I put in special rewards or surprises for the class.

This is also an easy way for the students to distribute their valentine cards. I have a writing center where the children can use their invented spelling to send notes to each other. They love getting and receiving mail!

~ Diane Postman, Kindergarten Teacher

I am a mentor teacher who works with a number of new teachers every year. On the first day of school, I bring a small vase of flowers for each new teacher and say, I know your students will bloom this year.

~ Pam Shetler, Fifth Grade Teacher

I am often in school before we're required to be so I meet the new people as they move in and offer to assist them with their move. I make a point of seeing them daily to inquire about their day or answer any questions. I also sit with the new teachers at lunch and during meetings.

Last year, we had a teacher who was new to the area so we went out to dinner and did social things together to get her accustomed to the town.

~ Carol Aten, Teacher

I have found that the easiest, most convenient white boards for my students to use are made from heavy duty sheet protectors. I simply put a piece of white cardstock into the sheet protector. It works as well as the real thing.

The sheet protector and/or card stock is cheap enough to replace so I do not need to worry about maintenance. Also storage is easy since they are so thin. I even have some classes put their 'boards' in their binders to pull out whenever necessary.

There is also the additional advantage of being able to put a worksheet, graphic organizer, or graph paper into the sheet protector if one is needed for an activity.

~ Kagey Duso, Middle School Teacher

Provide students with increased adult supervision at prime bullying opportunities such as lunch and recess. Implement clear expectations used by the staff to promote consistency in the daily interactions with students and their behaviors.

Make sure everyone knows the expectations. When bullying occurs, call students to task immediately by separating them from the rest of the group.

~ Tony, Primary Grade Teacher

Easy way to keep track of absentees for a makeup test:

Mark off a section of the whiteboard with the heading MAKEUP TESTS: and Periods l, 2, 3, and so on.
On the test day, I write absentees names on the test paper and put in a "hotfile" by the whiteboard to keep the untaken tests.

When a student returns, they find the test paper in the "hotfile" After taking the test, they erase their names off the whiteboard!

No longer do I have to check my gradebook as to how many absentees still have to take the test...before I mistakenly pass it out to review the answers.

~ Mrs. Steckert, Spanish Teacher

Kids love mystery! Have students develop brief paragraphs about famous people in history without naming the person in the description. Also have them describe where this person lived without naming the place.

Have students trade their papers with each other (in pairs). Ask the "reader" to list the hints that are evident in the description and to name the person and place from those hints. Reproduce the paragraphs on index cards and use as a game for the entire class at the end of the year. Great review!

~ Roseanne, Fourth Grade Teacher

While walking through the hallway, teach your students to leave all doorways clear. For example, if the line of students stop, and there is a classroom door (or any door) along side of the line, have the students leave an open space (the width of the door) so that someone could still walk in or out of the room.

Joannie, Fifth Grade Teacher

Be Consistent

One of the worst things you can do as a teacher is to not enforce your rules consistently. If one day you ignore misbehaviors and the next day you jump on someone for the smallest infraction, your students will quickly lose respect for you.

Your students have the right to expect you to basically be the same everyday. Moodiness is not allowed. Once your lose your student's respect, you also lose their attention and their desire to please you.

~ Melissa

Create Opportunities for Students to Gauge Learning

Allow students to gauge actual learning and optimal learning. By measuring the gap between the two, students can begin to take action to reach optimal learning. Modeling and providing opportunities for self-evaluation and peer talk allows students to begin to understand what needs to happen to increase learning.

The teacher cannot simply tell students what needs to happen. When students decipher for themselves what is preventing optimal learning, they actually increase learning.

~ Teaching Today

Give Student Jobs

If one of your students tends to misbehave, give that student a task to do during the assembly. The student could set up chairs, hand out programs, lead classes to their seats, or assist the person in charge of the assembly. This will occupy the student's attention and boost self-esteem.

~ Teaching Today

Raise the Bar for Students

Plan for your students to achieve a higher level of mastery by incorporating more advanced content from the beginning. Students who know that your expectations are high will be more motivated and self-confident. At the end of the first semester, compare their performance with last year's to see if gains were made.

~ Jenny, Teacher

Plan Field Trips and Special Presentations

After considering your curriculum for the upcoming school year and studying the school calendar, book special presentations or guest speakers early. If you will be taking a field trip during the school year, reserve busses early and make necessary reservations as early as possible.

A little pre-planning during the summer can alleviate the stress of planning special events for your students during the school year.

~ Teaching Today

Less is Better

Reduce the volume of your voice while dealing with noisy or disruptive students. This technique forces the students to stop talking to be able to hear your voice. This helps you save your voice as well.

~ Teaching Today

Make Rules Understandable

You need to be selective in your rules (no one can follow 180 rules consistently). You also need to make them clear. Students should understand what is and what is not acceptable. Further, you should make sure that the consequences for breaking your rules are also clear and known beforehand.

~ Melissa

Keep High Expectations in Your Class

Expect that your students will behave, not that they will disrupt. Reinforce this with the way you speak to your students.

When you begin the day, tell your students your expectations. For example, you might say, "During this whole group session, I expect you to raise your hands and be recognized before you start speaking.

I also expect you to respect each other's opinions and listen to what each person has to say.

~ Melissa Kelly, About.com

I have found it works for me to ensure the students that, just as I listen to what the sub has to say, I equally listen to what they have to say. Once they learn that their voice has value, I get less game-playing and more responsible behavior from them. This pays wonderful rewards.

The students know that I will listen to their version of the day, that if the sub was 'weird', I will listen, and that if the sub leaves good notes (which they most often do), that I will give the class the good feedback. They also have come to understand that a sub cannot always be the source of informational help that they might wish.

This does not make them a bad or stupid person. Consequently, I feel comfortable with having a sub there. Last year I had to be gone for surgery and I encouraged the students to e-mail me if they needed help. As a result, I now encourage students to e-mail me any time they have a concern about a lesson, an assignment, or whatever.

~ Vicki DeBoer, High School Biology Teacher

I had many parents who would ask, 'how's my child doing?' and other specific questions during an open house. I wouldn't have enough time to answer these questions during the open house itself, so I would invite the parents to bring their questions to tea on Sunday afternoon after the second or third week of school.

We would 'play school' so that the parents could get a taste of the curriculum, the teaching techniques and the daily scheduling. This informative and fun get-together before open house would eliminate confusion and set a positive relationship for the rest of the year.

~ Brenda Hutchinson, Retired Second Grade Teacher

I send a GOOD NEWS postcard to each parent before our first parent teacher conference, detailing positive things about each student. This helps build a positive relationship.

~ Susan May, High School Teacher

I have come up with a system that is random and eliminates the idea of a teacher's pet or favoring boys over girls, etc. I take the backs of old writing tablets and cut them into about 1.5 by 3 inch cards.

On both sides of each card, I use a marker to write a number from 1 to the number of students in the class. When I need a student to volunteer for something such as reading, answering a question, assigning projects, etc., I shuffle the cards and pick one randomly behind my back.

If I pick number 7, student number 7 alphabetically on my class list becomes the volunteer. This system works beautifully, and I have never had a complaint about its fairness. It also enables the shy students, who never raise their hands to volunteer, a chance to participate in class activities.

~ Dr. Susan H. Smith, Teacher

I use a reward system for encouraging good behavior whenever the class leaves our room together. I start a paperclip chain from the top of my chalkboard by hanging a single, large paperclip.

We have an opportunity to add a paperclip to the chain if our class can get to our destination and stay courteous to others. It works for the return trip and for getting ready for lunch, too. We earn a reward when the chain reaches the bottom ledge.

~Terry Reeder, Special Education Teacher

Over the summer at garage sales I look for little baskets, crates, organizers. As my class learns the letters of the alphabet, in class we create a basket for that letter (A-Z) and make a big label for it.

Then they hunt and find titles of our books to "live" there for the year. It teaches many skills as the kids love to "spy" the books. Example: "Corduroy" would go in the "C" basket.

~ Patty, PreK – 1st Grade Teacher

I use pictures from the year before as a border so children have an idea of activities that they will be doing this year. Students become excited about upcoming lessons. I make certain that I keep a camera with me and shoot any moments of excitable teaching.

Students from the year before come back to look at their pictures and remember when those activities took place.

~ Larrie, Teacher

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 children's work into the bags.

Put each child's name under, or somewhere around the bags and you can easily display their work without putting any staples in it.

~ Michelle, Third & Fourth Grade Teacher

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.

~ Diane, High School Teacher

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 child's 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!

~ Special Education Teacher

Each day 1 child in my class is the VIP:

They wear a special sticker.
They sit on a special chair.
They choose a friend to take the register to the office/ messages to other classes etc with.
They go at the front of the line for assembly etc.

Most importantly the other children have to think about that person and tell them what they do that is good eg. 'You are kind', 'You listen to the teacher', 'You try really hard with your writing' etc.

Because the ideas come from the children it means much more to them and it really boosts them – see the smiles! It sounds like a hassle, but it only takes 5 minutes a day and really makes a difference.

~ Primary School Teacher

I use a song to dismiss my students. I constantly have music playing in my classroom and the students know the cue to clean up for dismissal. This takes a lot of practice, but is quite impressive when the students can do it. I use a Raffi CD and play Day-O. In this time, the students should pack up their backpacks, stack their chairs, pick up the floor surrounding their area, then be seated quietly on the rug.

In the meantime, team leaders are sharpening pencils for the next day and two other students are cleaning tables. It takes a LOT of practice, but when the routine is set, the students can get all accomplished by the end of the song. As students gather to the carpet, I play a word game or something with them and then we reflect on our day before we are dismissed—everyone shares a little.

~ J. Brady, Middle School Teacher

Good classroom discipline starts with being fair. Make sure that all students get the same punishment for doing something wrong – even if it is your best student. Conversely, make sure that all of your students get equally rewarded for good work. Do not favor a student – other students will see this and resent you for it and be even less likely to follow your rules.

Make your rules easy to understand. If you want excellent classroom discipline, make sure that your students understand exactly what is being asked of them. Do not make a list of 200 rules – no student is going to remember all of those rules. Instead, think of the rules that are most important to you and enforce those rules. And make sure that you make those rules very clear.

Make your consequences easy to understand. Make sure that your students know in advance what the consequence will be if they break one of your rules. Make sure that the consequences are just as clear as the rules.

Be Consistent with your classroom discipline.

~ Experienced Teacher

Non-verbal technique that works really well with my kids. I ran out of stickers, so I started to put quick drawings of faces on their papers. They were characterizations of myself with a smile or a "WOW" expression. If I couldn't understand their handwriting I would draw a face with a squiggly mouth. They loved it! When I did get stickers they still wanted a doodle on their paper too.

What surprised me the most in doing this non-verbal experiment was that I began to feel better about my job. It felt good when a disappointed student came to me and asked why I had only put a check mark on his paper and no "Schulze face" as they call it. I turned his paper over and he was delighted to see it on the other side.

He gave me a quick hug and ran back to his desk. The hug was a major breakthrough for this student who usually doesn't like any physical contact. This same student went back to his desk and made me a smiley face sticker for my notebook. It seems that little bit of non-verbal praise has gone a long way.

~ Patricia S., Teacher

I bought a long, hanging piece of material for an attendance chart and tacked it near the front door of the classroom. I cardboard-backed and laminated student nametags, and put velcro on the back of each.

I put the other side of the velcro (the hook part) on the attendance chart to hang each nametag. I put a little piece of velcro on the top of each desk. When students came in, they would pull their nametag from the attendance chart and velcro it to their desks.

I could then easily look at the chart and tell if someone was absent.

~ Kim, Fourth Grade Teacher

My first graders are delegated into "color groups" from the beginning of the school year. Each day a color group is in charge of attendance and calendar.

When it comes time for attendance to be taken I call the color group for the day and they count the lunch sticks, fill in the absences, and bring the slip to the office. This allows me to circulate throughout the room checking work instead of taking the attendance, plus the kids love the responsibility!

~ Melissa, First Grade Teacher

A variation and a quick way to take attendance and lunch count — String a short clothesline on a wall or bulletin board right by the door. It should be big enough to hold a pin for each child (name and number on each clothespin).

(I string line between cup hooks they hold well on bulletin boards.) Below it, I put smaller lines labeled for Lunch choice 1, choice 2, etc. Under it, I put "bag lunch" As the class comes in, each student takes his or her pin from the top line and puts it under the appropriate lunch.

At a glance we can see who is absent and who gets which lunch. At the end of the day, the first one on line gets to put the clothespins back on the top line.

~ Elizabeth, Jr. High Teacher

I would like to share a wonderful and effective transition strategy that I use. On a big green poster board, I drew a football field. (0 yards in the center and 50 yards at each end) In the beginning of the school year, I introduced the football chart. I placed a small football on the 0 year line. I told my students that we were going to play a game for six weeks.

I was one team and the students were another. I told them that every time we had to change from one subject to another, they were going to be timed (1 min.) If everyone was ready within the time, they score 10 yards. If not, I score.

The quarters are divided within weeks. At the end of the six weeks, if I win, they have to write a comprehensive report. IF they win, they get a whole day of fun educational activities and snacks. This strategry is effective, fun, exciting, and motivating.

~ Cynthia, Fifth Grade Teacher

I start off each class by going over a "Quote of the Day."

I have it written on the board and students write this quote in their Agenda book which is used to record their daily homework. Kids volunteer to explain what this quote means to them. This not only encourages kids to think beyond the books but also allows me to have a part in their character education.

I have many compliments from parents because it gives them the opportunity to have an open discussion with their kids when they see the quote written. This only takes about 5-7 minutes and is a great use of class time!

~ Lynn, Sixth Grade Teacher

Start Fresh Everyday

This tip does not mean that you discount all previous infractions, i.e. if they have three tardies then today means four. However, it does mean that you should start teaching your class each day with the expectation that students will behave.

Don't assume that because Julie has disrupted your class everyday for a week, she will disrupt it today. By doing this, you will not be treating Julie any differently and thereby setting her up to disrupt again (like a self-fulfilling prophecy).

~ Melissa Kelly

Each year at the beginning of the year, my teaching partner and I put together a small scavenger hunt for the fourth graders to do at open house with their parents.

This activity makes the students real excited about coming to the open house and showing off everything. It allows parents to see all the things you want them to see and really cuts down on those parents who want to turn open house into conference night.

The first item on the list is for students to introduce their parents to the teacher and then we add about twelve other things like showing their science notebook, solving a problem, doing an estimation activity together, showing the science table, etc. If students complete the sheet, parents sign it and students return it the next morning, they receive a bonus point. It works for everyone!

~ Connie Eskesen, Fourth Grade Teacher

As a way of keeping track of all the great ideas I see and read about, I have a recipe box labeled with the different aspects of teaching. The labels include bulletin boards, management, organization, educational web sites, etc.

Whenever I have a good idea, I write it on an index card and file it in the appropriate place. The possibilities are endless and I am accumulating quite a few great ideas.

~ Tara Bigner, Student Teacher

During Red Ribbon Week, our district holds a district wide canned food drive that's aimed at getting 100% participation from the staff and students. Our theme is 'I Can Be Drug Free'. The food is collected by a local food pantry.

~ Janelle Nickerson, English Teacher

To make new teachers feel welcome, we photocopy the teacher pages of the previous year's annual and give it to each new person. Under the pictures, we add first names and nicknames.

This really helps new teachers get to know the names of the other staff members quickly and they tell us it gives them much more confidence their first few days in a school full of strangers.

~ Alice Kuether, Jr. High Teacher

You may have heard the adage, 'Never handle a piece of paper more than once.' My advice is to live by that. If you get a note from a parent, write back that day. If you get a form to fill out in your mailbox, do it and turn it in to the office.

The point is, by putting off these tasks, you are increasing your to-do pile which can bury you after awhile. By keeping up, you keep your head above water. Try it.

~ Fran, Teacher

To communicate with parents who don't speak English and are not literate in their language, I ask our school's ESOL Facilitator for that particular language to record my message on a cassette to send home.

The parent can listen, then record a response, call the school and speak to me (with the facilitator interpreting), or ask an English speaking/writing relative or friend to write a note.

~ Kathy Sheehy, School Speech Pathologist

I introduce algebra to my first graders with an 'In and Out' machine, which they love using. Draw a box like machine with an 'in' hole and an 'out' spout or shoot. Set up some examples of 'In' numbers with paired 'Out' numbers, like 'In goes 1, out comes 3. In goes 5, out comes 7.' (Rule is 'in'+ 2.)

Kids have to figure out the rule of what is happening to the numbers in the machine. When they understand the concept, they can work as partners to make up rules and give the in and out numbers to each other. Later, talk about the 'in' number as 'n' to get them thinking about variables.

~ Ellen Gevers, First Grade Teacher

I have had problems with students telling me one reason why their homework isn't done and their parents another. I devised a slip that takes up one fourth of a standard piece of paper. If a student doesn't have his or her homework they must fill one of these notes out and turn it in where they were supposed to turn in their homework. On the slip it asks for name, date, title of subject, reason for not having homework, and a place for them to sign the paper.

When parent teacher conferences come around, I can pull out their stack of homework notes and show them to the parent. It has also stopped that problem of " know I turned it in.""I check the box and see if I got a note for that assignment and show it to them. If you want you can also mark the notes after they do finally turn the assignment in. These notes don't take place of the homework, they must still turn it in, but it does show that the assignment was late.

~ Laura Barker, Teacher

Make-Up Work Board

I have two laminated weekly calendars up in the back of my room. I place a brief description of what was done in class for each period for each day of the week, including any class or home assignments.

One calendar is for the current week and the other is for the previous week. Students that are absent no longer have to ask me, "What did I miss?" They just look at the calendar and find their missing assignments.

Any worksheets needed are placed in a "Make-up Work Folder" near the calendars. My 7th graders are responsible for getting and submitting their own make-up work. This really makes life less difficult for me.

~ Laura Becker, 7th Grade Math Teacher

Class meetings are a great way to help students identify any behavior problems and work on solutions that all can agree upon. Placing students in a circle helps to keep everyone on the same playing field.

The teacher acts as a facilitator and encourages students to confront the problems and work out the solutions. The goal is have students take ownership of their problems and to be able to have the time to problem solve as a team.

Meetings can be called for any reason and should last for only a few minutes. Stay focused and work toward achieving a goal that leads to action.

~ Marie, High School Teacher

When I student taught 3rd grade, my students seemed to live to tattle. If I let them, I would only have time to deal with tattles. I came up with a two prong test for the students to gauge if they should be the one to tell me what happened.

Part one: Is anyone in danger?

Part two: Are you directly involved?

If the answer to either question was yes, then it was their business to tell me. If the answer to both questions was no, I informed them that it was not their place to be telling me and therefore they were to go back to the task at hand. It really helped with some of my biggest tattlers.

They'd start to tell me something and I'd say "I have two questions for you" After a while, they knew what was coming and would answer them without my having to actually ask them.

~ Tricia, Special Education Teacher

The particular position and place a student holds on a line is very important to them. One strategy I have found to be quiet helpful is this. Let's say Catherine steps out of line to tie her shoelace.

The student walking behind Catherine will automatically save and leave that space open. This way, when Catherine rejoins the class she still has a place in line. This technique can be used any time a student steps out of line and will eventually return.

~ Jennifer, Fifth Grade Teacher

To keep your students attention on you when teaching a lesson, use a kush ball. Students have to focus on you to catch the kush ball when asked a question. This keeps students eyes and attention on the teacher.

~ Elaine, Elementary Teacher

When my students start getting restless and noisy, I write the word "R E C E S S" on the board, (leaving a space between the letters) , I explain to the class that each letter represents 5 minutes of indoor recess, ( the R is a "warning"), when they don't behave I start erasing each letter at the time, making them aware of how much time of outdoor recess they are missing.

IT REALLY WORKS! And if they behave I write the letters back.(Usually, I just end with the R erased) If it is after recess I change it to H O M E W O R K, each letter represent an extra assignment, a little drastic but it works for me.

~ Edith, Second Grade Teacher

To reinforce good behavior, each month I pick a particular theme to use for my "good door." For November, I used turkeys. Every day that a student is good with their behavior, I give them a turkey at the end of day to put their name on. Then we hang it on our "Good Gobbler" door.

The one with the most turkeys at the end of the month, gets a special surprise. I really pump this up at the beginning of each day to remind the students about the prize. They get so excited that they really try hard to be good. I change the theme each month to match the season or holiday.

~ Tammy, First Grade Teacher

Every classroom, at some point, has a student that pushes the behavioral limits set. Select these particular students and delegate relative and meaningful responsibilities.

Make them a helper in the room. Provide consistent praise and feedback of the assistance they have given. Discuss with the student the positive outcomes as a result of their actions.

I have found that by doing this, the student begins to see for themselves the positive effects they are capable of.

~ Anne, Sixth Grade Teacher

Before lunchtime, I announce to the class that the quietest, cleanest, straightest row or group will be dismissed first. To add a bit of interest, I also add another adjective, such as weirdest, happiest, most sleepy, most professional-looking, etc.

The possibilities are endless. I have even used new vocabulary terms as well, such as most indignant, and most discreet. The kids soon start submitting ideas to use. It is amazing how the room is straightened up in such a short amount of time!

~ Lisa, Seventh Grade Teacher

To calm students down after an exciting activity or before going to their next class, play this game by tossing a ball back and forth between students. They cannot say ANYTHING or the dynamite will "explode" and they are "out." This really helps to quiet the class down quickly.

~ Melissa, Student Teacher

To help with pencil sharpening problem; have each child sharpen three pencils at the start of each day. This will eliminate the problem of them getting up during their work.

~ E. Malcome, Teacher

I sat and thought a long time about what I was going to wear this year. It is my first year and I too, look rather young. I am teaching 4th, so its not that close in age. BUT during my ST, I kept saying to myself that I have to get new clothes to look older and I have to fix my hair so that I look older.

I wore the same clothes that I always wore (nice of course) and didn't change my hair, and I was respected and treated like an adult. I wore capris, khakis, black pants, etc.

I think it has more to do with you attitude and rapport you have with the kids. Worry about what you look like infront of the kids, not the staff. If you worry about the staff, you will just end up being unhappy. Heck, they hired you for you. Be yourself.

~ Laura, Teacher

To motivate my students to hand in homework on time, I choose a secret word such as wonderful. Every day that the entire class hands in homework, they get one letter of this word on the board. When the word is completed, the class decides how they want to celebrate. Their ideas are listed and we vote on a celebration plan.

~ Judy, Teacher

At the beginning of the year I give each of my students a white painter's cap with their name on the brim (purchased at Michael's). 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.

~ Maureen, Fourth Grade Teacher

Have you ever said good bye to a student at the end of the day and asked yourself, "Did I even talk to that child or have that child answer a question today?"

To make sure that I call upon each student, hear each child read and answer a question in each subject, I've made a class list with room beside it for comments, put it on my podium and randomly call upon them.

This enables me to check for reading fluency, comprehension, and keep in touch with each child each day. This also is great for comments at parent teacher conference and report cards.

~ Tony, Teacher

I tired, very quickly, of pencils always rolling across the floor whenever my kids went to get a book out of their desk. Pencil boxes soon became a nightmare. They were always breaking or getting kicked across the floor. I solved this problem by attaching cups to the side of my kids desks. Deep plastic cups work the best.

I punch a hole in the cup and tie it to the arm on the side of the desk. You must tie it tight or the cup will turn over. They also use the cup as a temporary trash can. Anything that needs to be thrown away is put in the cup and when the kids leave the room for recess, PE, etc. they take the trash with them. They've been a lifesaver!

~ Christy, Fourth Grade Teacher

Last year I purchased a 3 ring notebook (2 1/2" last year... this year will buy one 3") to organize all of MY things.

I made sections for: staff meetings/grade level meetings/lesson plans/student info./To-Do/Mentoring info/Other. Each section had a pocket folder and lined notebook paper for memos/notes. Copies of my lesson plans (made on the computer) were 3-hole punched and put in the lesson plans section. When I would print out my student's grades from the computer, they would also be put in the notebook.

Anything and everything I would ever need/get would find a place in the notebook. It was the most wonderful thing to have, because when I would go to a staff/grade level meeting...I would grab my notebook, and everything I needed was in it!

When I would be doing report cards at home....my notebook would come with me and everything I needed was there! I will never let another year pass without my handy-dandy notebook!

~ Divey, Primary Teacher

Attaching velcro to posters and fabric will make your life easier if you do not have the traditional bulletin boards. The one warning with velcro is to make sure that you are consistent with hard or soft sides to the wall and to your poster.

~ Karen, Teacher

Simple but Effective Ways to be a Great Teacher:

1) Be there.

If you are not in your classroom, you are not teaching. Yes, teachers must take days of occasionally, but do not make it a habit. If you are feeling a little sick, unless it is serious, show up! A sick regular teacher is ten times better for his or her students than a healthy sub is. Regular attendance is a must. Be proud to have a perfect attendance record.

2) Be Accessible.

You need to help your students at all times. That means before school, during lunch, and after school. No, you do not have to do it all the time. Start out with something like two days a week before school, lunch, and after school. You are the best tutor your students can get. Teach them!

3) Know your students on a personal basis.

Talk to them during lessons. What is their favorite music? TV? Movies? Talk to them in the hallways. The more you know, the more you can adapt. It is easy to converse during class time. Little comments between concepts can go a long way. If some show up early for class, you can really get personal. No class time? Pass out a questionnaire. Above all, learn their names quickly!

4) Know the parents.

Get phone numbers. Make two calls a day to parents. If you can, make more. They do not need to be long. Just a short hello and that you are interested in their child. In just a short time, you can indeed make contact to at least one parent of each student. Parents can be your biggest ally. Students will perform and behave better if they know you are talking to their parents.

5) Know your subject.

If you do not know what you are doing, how can you teach? This involves complete preparation.

6) Attend school events.

Make yourself seen at school sports and performances. Being seen in this setting shows students you care about them and support them.

7) Visit the neighborhood.

If you do not live in the same place as your school, make some visits on weekends. Go to a local place to eat. Shop at a local store. Many of your students may have parents who own local businesses. Patronize them. Visit a church. The more your students see you, the more they will be willing to behave in class. They will see you as someone who is willing to be on their level.

8) Eat Lunch on Campus.

Wander around at lunch and sit at a student table. Buy a school lunch and join them. Many students help sell food. Make a point to buy something.

9) Be fair.

Expect the best, but be flexible. Fairness does not have to mean leniency It simply means to grade your students on a balanced scale.

10) Never lose your cool.

Bite your tongue. All things will pass. Never carry a grudge. Things in your classroom will happen. This goes hand in hand with being professional. Acting like a raving lunatic is a sure way to shorten your career.

~ Anonymous Teacher

A really inexpensive way to cover and create colorful bulletin board backgrounds is to use rectangular, plastic tablecloths. These usually cost about 1 dollar and they can be used over and over again. Also I have purchased Thanksgiving and Christmas paper tablecloths for bulletin board backgrounds. They are super!

~ Judy, Fifth Grade Teacher

I use burlap fabric as bulletin board backing. It's "woven" appearance doesn't show holes left by staples or pins. The color is neutral and is especially good for Fall themes. I have used the same piece of burlap for many years and it still looks great!

~ Sue, Kindergarten Teacher

I WANT TO SHIFT THE FOCUS OFF ME

A very common defense mechanism when someone is in trouble is to shift the focus or blame to someone else. This form of reporting generally happens when a student is accused of doing something inappropriate and then tries to justify his/her behavior by immediately pointing out the wrong-doings of others.

A typical exchange might go like this:
Staff: "Where does your walkman belong?"

Student: "Anthony is listening to his walkman."

My suggestion is to respond to these types of reportings by either ignoring them and benignly stating the expectation i.e. “Walkmans belong in lockers” or with: “You’d like it to be someone else’s fault that you are choosing to break the rule.”

Keep the focus on the student. In our discussions about motivations we talked about how when we feel compelled to point the finger at someone else, we should ask ourselves, “Am I doing something wrong and trying to get out of trouble by pointing out what others are doing wrong?” If the answer to that question is yes, then we should keep our comments to ourselves.

Mary Beth Hewitt, Behavior Advisor

Decrease the focus on individual grades

Fearing a poor grade and possible ridicule by others, students may refuse to work in order to protect their frail self concept (with regard to academics). If we place the focus on effort, not grades, any youngster can be a success.

The fear of failing evaporates (although it may take a week or two to convince the youngster that academic judgment is no longer an issue), and participation increases. You may still have to submit a grade at the end of the academic term, but in your classroom you focus on effort and progress, not grades.

~ Behavior Advisor

"I love my desk bell!"

I purchased it a few years ago from my local teacher store. They go for about $5-$7.00. The bell that I use is exactly like the kind of bell that you would find on a counter at a bakery or dry cleaner.These bells were created to be attention getters.

I keep my desk bell nearby me whenever we have quiet work times. The bell is very helpful when I am working with my guided reading groups. Whenever I ring the bell 2 times, this means that I want your attention.

If I ring the bell 3 times, it means that the classroom is too noisy and not as productive as I would like it to be.

~ Joy, Teacher

Weekly prizes encourage students to do homework daily.

Five in a row makes BINGO.

Create a 5"x 5" BINGO card for each student. Write the numbers 1-5 down the left side of the card and the letters A-E across the top. Each day, select a letter-number combination and initial that square on the cards of students who have completed their homework. Each week, award a small prize to students who have BINGO.

~ Linda Star

Testing The Limits

BE QUICK! The best time to set the standards and establish the behavioral safety gap for your classroom is at the beginning of limit testing stage. This will set the upper limits of the boundaries. It is important to set these boundaries early. I think this is where the old adage-give them an inch, they’ll take a mile comes from. If you don’t address the fact that one student is late for class one day, then you may have four late for class the next.

It’s easier to close the door before the proverbial horse gets out of the barn, than it is to catch him and rein him in after he’s become used to being free.

~ Behavior Advisor

I have two attention getters from the very beginning. You can clap out a pattern, the students clap that pattern and you continue until you think you have all attention.

I also use a "hands up" signal; it is a universal signal at our school. Anytime the students see an adult raise their hand, they are to do the same thing and look and listen. The ones who are not looking at you, hopefully, will see the ones who are already raising their hands and get the hint! I use both of these with my kindergarten students.

~ Lisa, Teacher

Who's Watching?

When leaving the classroom as a group, tell students you will be watching the behavior of two students, but don't say who they are. If the two you are watching behave, reward the entire class after returning to the room.

~ Linda Starr

Tell the students why the material is important ...and not just "Because it's on the test." At the beginning of the lesson, before you teach even a smidgen of information, tell them what they are going to learn and why it is so important for them to know it. Whenever possible, use examples that are present in their daily lives.

Forget the example in the math book about Jennifer and Todd going to the supermarket to buy bananas and apples. Place the same functions in an example in which Wei Chu and Kong Ting go to the market place to buy eel, bok choi, and ginger root. Or use the example of Juanita and Julio going to the bodega (corner store) to purchase red beans, rice, and plantains.

Whatever the background and experiences of your kids, use it when first teaching new material (Have you walked around their neighborhood to see what their daily lives encompass?). Once they gain an understanding of the material, then we can move to more abstract examples

~ Behavior Advisor

Tattling is a natural part of being a first grader. I usually listen to my first graders and then ask them "What can you say to your friend?" or "Did you tell your friend how you felt?" This way I'm helping the children learn ways to help themselves within the classroom.

If you ignore the child, then you are teaching them that their concerns are not important. Therefore, the annoying tattling continues in the classroom.

~ Teacher

Testing The Limits: BE FIRM

Since limit testers are seeking the upper limits of a rule, repeated warnings and extended time limits send the message that the limit is really quite high. One warning should be sufficient. Watch any little person when his Mom says she is going to count to three. He lets one and two slide by and moves on three. My advice is to keep your time limits short. Given a minute, a student might take 59 ½ seconds.

Given 5 minutes, the student might take 4 minutes 59 ½ seconds. If, the student goes over the limit, even marginally, they should be given the consequence. You’ll get a lot of arguing from them about this because they’ll point out that they did comply. I’ve found that saying, “You wish you had made the decision to do it in the time limit.” Or “You really didn’t think I was serious and if you had known I was, you would have made a different decision”, are a few ways to address the, “But I did it!” plea.

Don’t let a student’s arguments or promises to “be good next time” keep you from enforcing the limit. If you do, you are just rewarding pleading behavior and reinforcing the idea that you do not mean what you say.

~ Mary Beth Hewitt, Behavior Advisor

Put a Stamp on Your Priorities

What are the important things you look for when grading student work? What are the things you and other teachers on your team have decided are most important? Once you decide, order a rubber stamp that lists them. For example, if you have decided that the most important things for students to pay attention to in their written work are spelling, punctuation, and neatness, have a stamp created that looks like this:

________ Spelling
________ Punctuation
________ Neatness

Use the stamp to stamp each piece of student work. Then grade students on those important elements. You might use a letter grade, a check or check-plus, or any other grading system to focus students on your team’s main goals.

~ Linda Starr

Keep High Expectations in Your Class

Expect that your students will behave, not that they will disrupt. Reinforce this with the way you speak to your students. When you begin the day, tell your students your expectations. For example, you might say, During this whole group session, I expect you to raise your hands and be recognized before you start speaking. I also expect you to respect each other's opinions and listen to what each person has to say.

~ Melissa Kelly, Teacher

In order to make sure all students are given an opportunity to answer, read or respond in my classroom, I purchased an inexpensive deck of playing cards and wrote a student's name on each card, making sure to use each name an equal number of times.

Before each class, I shuffle the cards. I hold them, name up, and use them to call on students. It adds ramdomness and keeps students alert because they do not know when they will be called on.

~ Donna, Special Education Teacher

Accommodate At-Risk Students In Need of Space

At-risk students are often distracted by their surroundings, especially other students. Often, these students have little tolerance for the slightest encroachment into their personal space. In such instances, accommodate a student's need for his or her own space by working with the student to create a spot somewhat separate from the rest of the class that this student can consider to be his or her own.

~ Teaching Today

One teacher at our school has a windchime suspended in the middle of her class-- out of reach of kids-- when she hits it, they know to freeze and listen.

A 4th grade teacher has a frog shaped clicker on her desk that she clicks 3x to get attention.

Another teacher starts singing a song — kids join in and there are 3 claps at the end. By the time she gets to the claps everyone is with her and looking at her attentively.

~ Jay, Proteacher.com

Consider the Classroom Environment for At-Risk Students

Create a calm classroom environment. Classrooms resonate with an aura that both adults and students sense immediately. The classroom atmosphere is influenced by many factors, including decoration, cleanliness, seating arrangements, access to supplemental learning materials, and lighting.

Assess the classroom environment you have created through the eyes of a troubled youngster, then alter the environment accordingly. Consider playing calming background music at the beginning of class. Display interesting artifacts around the room, including examples of student work. The addition of a few houseplants will help to create a warm atmosphere.

~ Teaching Today

Fill’er Up

You have time, but not enough to start a lesson, create a 5 Minute Filler Box up with various brain stimulating activities. Use index cards and store in box various 5 minute activities. Activities can be analogies, brain teasers, 20 questions, 5 clues, anagrams, and picture puzzles. If you do not write them on the board, have a file where you can keep the worksheet papers. This can be student lead to free you up for your next class.

~ Teaching Today

Determine Consequences for Breaking Rules

Determine appropriate consequences for infractions of the rules. Brainstorm a list of what will happen when a student does not follow a rule. Keep in mind that rules will probably be broken daily.

You need to be prepared in advance, so you are not trying to decide what to do in the middle of an issue with a student. Additionally, students need to know in advance what will happen if they break a rule. Post the consequences prominently near the rules.

~Teaching Today

Laugh Along with the Students

Use humor to build rapport. Humor can generate interest and grab a reluctant student's attention. Laughing with, but never at, the students can help establish a positive inviting classroom atmosphere.

~ Helpful Teacher

It's Easier to Get Easier

Many teachers make the mistake of starting the school year with a poor discipline plan. Students quickly assess the situation in each class and realize what they will be allowed to get away with.

Once you set a precedent of allowing a lot of disruptions, it can be very hard to start better classroom management and discipline techniques. However, it is never tough to get easier as the year goes on. While you don't have to follow the adage, Never smile until Christmas, it does have its merits.

~ Melissa Kelly

Keep Downtime to a Minimum

When you are responsible for setting up an assembly program, try to begin as soon as possible after all the students have arrived. Make sure all audio-visual equipment is set up and ready to go before the students have arrived and any other materials that are needed.

~ Teaching Today

Avoid Confrontations in Front of Students

~ Melissa Kelly

Classroom Newsletter

Make a weekly newsletter for your class to take home to their parents. Have several sections: a discussion of that week's activities, one with questions that parents can ask their students about what they learned, one with announcements, etc.

~ Innovative Teacher

Communications from Me to Students

I make sure the homework board is visible from all of their seats so students can copy their assignments into their agendas.

I have mailboxes (left ) for the students to receive their graded work or information they need.My desk is positioned (in a corner) so that I can see all of my students.

I love having photos on my desk and I think my students like to see that I am a real person with a family.

Carrie, Fourth Grade Teacher

I teach high school English on the block schedule. This first day plan does take a lot of preparation on my part, but the result is worth it. When my students walk in on the first day, their names are already taped down on the desks.

I've checked with their previous English teachers to see what names they go by, especially since sometimes I'm only given an initial. Then, once the bell rings, I tell them to retrieve the pile from under the desk, sectioned off by block. Inside the first day packet is everything they need, from the student information form they fill out to the first week's vocabulary list to the syllabus and the homework for that night.

Honors classes get the weekly agenda, too. They know I'm on top of things. I don't have to spend/waste time putting kids in their right seats or passing out materials. Plus, after ten years of teaching, I still get nervous. I appear completely calm and in control, which sets the tone for the semester.

~ Courtney Gray, High School English Teacher

I help parents connect with their child's school experience by sending home a weekly newsletter. The newsletter includes anything we've been working on in class, concerns, and informational tidbits.

I also include catchy titles and clip art to make the newsletter more fun. I attach a parent signature slip that must be returned the following Monday. Parents love this communication from the classroom.

~ Second Grade Teacher

Toward the end of the school year, when PTA is asking what they can do for teacher appreciation ideas, ask them if they would come in before school starts and put up bulletin board paper for the teachers' bulletin boards.

The teachers merely staple the color name to the corner of the bulletin board before they leave in the spring and their bulletin board background paper is up and ready when they return in the fall.

~ Charlotte Brandt, First Grade Teacher

When I am absent, I ask the guest teacher to rate each class on a scale of 1-6, with 6 being an outstanding score. If a class receives a rating of 5 or 6, I provide verbal praise and a treat when I return. My students are aware of the system and what it takes to earn an outstanding score.

Most of the time the students do score well. I call substitutes 'guest teachers' and I discuss with the kids how one treats a guest. So far, so good.

~ Jean Babb, Seventh Grade English Teacher

At Open House or Meet the Teacher Night, I distribute index cards labeled with each student's name. I ask parents to write their current address and phone number on their child's card. I also ask each parent to write anything special that I should know about their child, including information about their child's allergies to their child's special talents.

Sometimes the students are reluctant to share that they can play the piano or the violin, that they can speak a second language, or that they are afraid of spiders or bees. If I know this ahead of time, I can encourage those with musical ability to share their talents, I can ask a student to translate a passage into another language, and I know who might become uncomfortable when a bee flys into the room!

Parents can also list any areas where they would like to see their child improve or list any special needs that their child has. They can list any questions that I may not address that night as well so that I can respond to them directly. I use these cards throughout the year to make notes about the student's progress.

I refer to these cards before parent teacher conferences to make sure that I address any of the concerns that the parents listed. It's a great way to gain insight into each student's needs and learn valuable information about the students.

~ Zee Ann Poerio, Third Grade Teacher

I have my kids bring in a disposable camera with their school supplies. I snap special moments that happen during the school year (things that parents miss). When it's filled, I send it home. Parents can have it developed and send in another if they wish. It's a great way to capture school experiences

~ Martha Richardson, Kindergarten Teacher

I keep parents involved at the high school by inviting them to class to work with their child in lab activities. This gives the parent the opportunity to observe first hand what their child is learning in class and hopefully opens a door of communication about school.

It gives me the opportunity to get to know the parents a little better too. The best reason for inviting parents to class is that the students learn that their parents are really pretty sharp.

~ Catherine Ratliff, High School Biology Teacher

In the mornings, we mark the class roll to check who is at school and who is away sick. I have a large class with 60 children because I team-teach with another teacher.

Often, children can get very bored and restless by the time we finish marking the roll. To make this time more interesting, we ask the children to say an answer to a question such as "what is your favorite movie?", and then the children say their favorite movie instead of saying "here".

We also get the children to listen and tell us the most favorite movie that was said earlier. This gets them to listen for the entire marking of the roll and keeps behavior problems down to a minimum.

~ Karen, Teacher

Use the last five minutes of a lesson to get your students to tell you what they learned as a result of the lesson. A large chart in front of the room is a great way to poll students' responses so that all can benefit.

Students can copy what you write on the chart during free time or while you are recording the responses. You can leave the chart up for the remainder of the day, or tear off the sheet and tape it somewhere in the classroom for students to access during the day.

It also serves as a great reminder. You can then save it and refer to it during review. This is also can be done with a PowerPoint presentation if you have technology available.

~ Roberta, Third Grade Teacher

For classroom management, I would implement a star system. While subbing I have seen this work in many elementary classrooms. You first place five stars on the chalkboard. Label the stars 5, 10, 15, 20, and 25.

Tell the class that for every time they are disruptive or not following directions you will erase a star. Each star is worth minutes they will lose from recess the next day. They can also earn stars for that week.

Every time they are following directions or working hard, I would add a star to the board under earned recess. Each star earned was worth 1 minute of extra recess for that following Friday. The students loved working toward more free time at the end of the week and got quiet as soon as their first star was erased.

~ Tracy, Substitute Teacher

To ensure safe opening and closing of a classroom door while students may be lined up, place a strip of wide tape on the floor that clears the swing of the door. Use this line as the beginning spot for the students to always line up at. This also allows for the free flow of movement in or out of the classroom, while the class is lined up.

~ Daniel, Sixth Grade Teacher

No More Worksheet Disasters

Have you made the mistake of writing on, or handing out, the master copy of a student work sheet you want to use again next year? Avoid the problem next time by using a yellow highlighter to write the word “MASTER” on your master copy of each work sheet.

The word MASTER will remind you not to write on the work sheet or hand it out; and the transparent highlighter will not show up on photocopies.

~ Linda Starr

A Positive Attitude

A positive attitude is a great asset in life. You will be thrown many curve balls in life and especially in the teaching profession. A positive attitude will help you cope with these in the best way.

For example, you may find out the first day of school that you are teaching Algebra 2 instead of Algebra 1. This would not be an ideal situation, but a teacher with the right attitude would try to focus on getting through the first day without negatively impacting the students.

~ Melissa Kelly, About.com

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.

~ Diana, Teacher

Parents are eager to help....just ask them! They may not be able to come in, but many will do things at home like put packets together, grade papers, cut things out, etc. This is a big time saver. I have a parent that comes in weekly and files, grades papers, and puts up displays for me. I have 2 more that do things at home.

~ Sarah, Teacher

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. It's a real consequence, rather than an arbitrary punishment, and it really works!

~ Nancy, Elementary School Teacher

Students earn "class compliments" when visiting another class, walking in the hallway, etc. When 10 compliments are earned, I give extra recess!

The class compliments are posted inside our front door. Use a cut out of your school's mascot (or stars, etc.). (If a principal gives the class a compliment, they earn 2!)

~ Cindy, Teacher

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.

~ Elizabeth, Jr. High Teacher

Pencils and pencil sharpening can be a source of noise, a source of wasting time as well as a frustration when a pencil cannot be found. I have put two boxes where students can get to them quickly. One is labeled "Borrow Box" and it is filled with sharpened old pencils or new.

They are labeled with masking tape so we know they are borrowed. If a pencil is lost the students can quickly grab a sharpened pencil from the borrow box. The other box is labeled "Pencils for Sharpening". Students' unsharpened pencils will be sharpened at the end of the day by a person assigned to do so. Students can also use their reward money to buy a pencil from me for $1.00 (play money).

This makes them want to be more responsbile for their pencil. I have found this to be rewarding in that no pencils are being sharpened during the day, not time is wasted, and it makes the student responsible for their "tools".

~ M. Abney, Middle School Teacher

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!)

~ John, Teacher

Managing Your Time

It is CRUCIAL that you set a plan for time management and then stick to it!! Don't let school overrule your life, even when you're student teaching, which is the most stressful time. I am a 3rd year teacher, so I can relateto your stress level! Here are some tips that may help:

1. Set a time to LEAVE school, and stick to it!! Unless I have a meeting, I ALWAYS leave by 5:00 and don't take any work home during the week. The evening is my time to be a wife and a mother, 2 things that are more important to me than my "teacher" role.

2. Tackle the most pressing things FIRST. When my students leave I first get things ready for the next day (materials laid out, copies made, homework and date written on the board, etc.) If I walk into my room in the morning and things are not ready, this just makes me more stressed. After things are ready for the following day I spend the rest of my time doing other things like grading papers, putting up displays, planning.

3. Use parent volunteers!

"How much are you grading each week? You don't have to grade everything - that's where I made my mistake a few years ago. Now I just go over the assignments in class and let them check their own. After all, it's mostly practice. I walk around while they're doing independent work, so I can help them with difficulties then.

I give about 1 grade per week per subject (sometimes a test, and sometimes just a classwork grade). I also write out a key to help me grade faster, and so I don't have to take any books home. I try to get them graded during my planning times at school, and that has also helped a lot.

~ Susan, Teacher

Teacher Question of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day

Quote of the Day