MAT Blog

Kick-Start the School Year With These Icebreakers for Teachers

Posted by Marygrove MAT on Jun 13, 2014 9:09:07 AM

icebreakers_for_teachers

The first day of school is still a ways off, but many teachers—especially those of us who just received our fall assignments—are already beginning to think about it. The day usually begins the same way: Our new students trickle in and find a desk where they can carefully guard their tongues for the next week. We feel for our students not only because we’ve been there before, but also because we always have some nervous energy ourselves. To ease the first-day jitters, we’ve started using a few icebreakers from LouAnne Johnson’s book,
Kick-Start Your Class.

The Adjective Game (10-30 minutes)
Create a list of adjectives that might be used to describe students (happy, energetic, worried, musical, lovable, and so on). Post your list on the board or project it onto a screen so students can see it.

Place chairs or desks in a circle, semicircle, or some other arrangement where everybody will be able to see each other.

Instructions for students:

  • Take a few seconds to think of an adjective that describes you today; take a look at the board if you need help thinking of a word. This isn’t a test and you aren’t stuck with this adjective forever. It’s just for the purpose of getting acquainted.
  • I’ll start by introducing myself and giving an adjective that describes me. Then we’ll go around the room. When it’s your turn, your mission is to repeat all the names and adjectives of the people who went ahead of you. If you get stuck, we’ll all pitch in and help.
  • Just for fun, feel free to choose an alliterative adjective—one that begins with the same letter or sound as your first name—such as “Musical Malik” or “Jumpy George.”
  • After we complete a full circuit, I’ll ask for volunteers to see if anybody can remember every name and adjective.

Collecting Autographs (10 minutes)
Create a template with 20 to 25 boxes. Inside each box, type a different statement. For example, “I have been to the Grand Canyon”; “I have eaten calamari”; “I have lived in another state,” and so on.

Make copies of your template, one for each student. Students now have 10 minutes to walk around the room and find a student who has experienced each statement and write down his or her name in the appropriate box.

I Have To & I Can’t (10-20 minutes)
This activity is especially effective for reluctant learners and at-risk groups, because it reminds them that they have the power to choose their own school experience. In a nonthreatening way, it places responsibility for their learning and behavior on their own shoulders.

Create a handout that includes the following two complete sentences:

I have to____________________________________________.
I can’t______________________________________________.

Place one copy of the handout on each desk.

Instructions for Students
Today we’re going to do a short exercise to help you take control of your experience in this classroom. This exercise is for you. It isn’t graded and you don’t have to put your name on it, hand it in, or share it with anyone else.

On your handout, you will see two incomplete sentences. Fill in the blanks with the first thing that comes to mind. Don’t worry about spelling or grammar.

When you are done, go back to your first sentence. Cross off the word, “have.” Replace it with, “choose.” Now go to your second sentence. Replace “can’t” with “don’t want.” Now read your two sentences and see if they are true.

We often tell ourselves that we can’t do things, but there are actually very few things in life that we can’t accomplish if we are willing to commit ourselves to the goal. And most of the things we think we have to do are really choices—because we don’t want to face the consequences of not doing them. There are only five things we truly have to do to stay alive: breathe, drink water, eat, sleep, and go to the bathroom. Everything else is optional.

Me In A Bag (5-10 minutes for first session; 10-20 for the second)
Collect enough paper bags to offer one bag to each student. Write your own name on the outside of your bag and draw a simple design. Inside the bag, place three small objects that have meaning for you. When students are seated, show them your bag. Then show each item and tell them why you placed it in your bag: “I brought this photo of my dog because he’s my best friend. I brought this blossom because it comes from an apple tree in my backyard; every year, I use the apples to make apple butter and homemade pie,” and so on. Distribute the paper bags to students.

Instructions for Students
After I pass out the markers, I’d like you to print your first and last names on the outside of your bag in large letters. You have 10 minutes to decorate your bags.

Tomorrow, I’d like for you to bring your bag back with three items in it that mean something to you. We will share our bags with the class so we can learn a little about each other.

Following up
On the second day, students take turns showing their bags and the items they choose. This can be done as a class, or in small groups.

Photo credit: stevendepolo / Foter / Creative Commons Attribution 2.0 Generic (CC BY 2.0)

 

15 Ways to Kick Start the First Day of School

Tags: first day of school, icebreakers for teachers, Classroom Community

5 Apps to Enhance Students’ Social Learning Skills

Posted by Ryan O'Rourke on Apr 30, 2014 9:29:00 AM

Enhance Students’ Social Learning Skills resized 600The ability to successfully monitor and distinguish between emotions—both our own and the emotions of others—is one of the most important aspects of our development. Yet many of our students lack the social, personal, and emotional competencies that allow them to be socially and academically successful.

Although it might seem counter-intuitive for educators to turn to apps and online gaming to enhance students’ social learning skills, we believe that when used in tandem with personalized instruction and an engaging curriculum, social learning games can be incredibly useful.

5 Apps to Enhance Students’ Social Learning Skills

social learning skillsIF... is the brainchild of Trip Hawkins, the video game pioneer who brought us classics like Madden NFL, Medal of Honor, Desert Strike and the list goes on and on.

To create If…, Hawkins paired up with counselors and educators to create a world in which children explore their own emotions by role-playing social situations with their characters.

The game unfolds in Greenberry, a world run by cats and canines who just can’t seem to get along. Part of the gamer’s challenge is to change that. As students play, they’ll take part in a virtual counseling session with a community leader who teaches students deep breathing exercises and has a dialogue about feelings of loss.

social learning skillsThe Social Express features a series of animated episodes that model real-world social situations. If you’re concerned about students passively absorbing scenes, think again. The Social Express asks students to make choices, help characters navigate common social interactions, follow social cues, and make the appropriate decisions so that they can transfer these skills into their daily lives.

social learning skillsWay is definitely one of our favorite social learning games. Students play in pairs and take turns guiding each other through each level using gesture and non-verbal cues. This helps students experience what it is like to trust and be trusted.

social learning skillsSocial Skill Builder focuses on building friendships, problem solving, critical thinking, and perspective taking by asking students to work through video sequences and answer multiple-choice questions.

 

 

social learning skillsMisunderstood Minds is an excellent PBS documentary series that tells the stories of five families as, together with experts, they try to solve the mysteries of their children's learning difficulties. We like coupling this series with our lessons on empathy.

Even if you don’t end up screening the documentary, we suggest stopping by the website where you’ll find interactive activities that help students explore what it’s like to struggle with attention, reading, writing, and mathematics.

 

 

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Tags: classroom management, Classroom Community, classroom procedures, Classroom Climate, stress management, social learning skills

Write on the Classroom Windows: A Simple Student Engagement Strategy

Posted by Ryan O'Rourke on Apr 8, 2014 12:34:00 PM

student engagementI bookmarked Eric Berngen’s blog back in February, but like a lot of sites I add to my visual bookmarking tool, I forgot to repost it!

As Eric aptly points out in his post, capturing the hearts and attention of our students often requires us to take an unconventional route. Here’s how Berngen put a new spin on one of his tried and true activities:

During one lesson in particular, I asked the students a question and they responded in their journals. When it was time to share, instead of me writing their responses on the board, I walked over to the window instead. I pulled out an expo (whiteboard marker) and began writing frivolously, to the students shock and awe. Mouths began to drop and shortly thereafter, all eyes were on me as I was discussing their responses. One student muttered questioningly, “You can do that?”  I responded, “Why not?”

Shortly thereafter I gave the students another question—except this time they were to work in groups and write their responses on the window. All students were thoroughly engaged and loved the opportunity.  Afterwards, we did a gallery walk and all students got to share out their responses from the group.

It’s a simple idea, but I never would have thought of it on my own. If you decide to give this activity a try, let me know how it goes with your students!


 

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Tags: classroom management, Classroom Community, classroom procedures, Classroom Climate, student engagement, extrinsic motivation

15 of Our Favorite Brain Breaks for Students

Posted by Ryan O'Rourke on Apr 1, 2014 9:37:00 AM

brain breaksIf you’re not familiar with them, brain breaks are short activities that offer students a reprieve from routine learning activities. Not only are brain breaks fun, they’re a simple way to refocus students’ energy and get them back on track.

We shared a collection of brain breaks back in December, but thanks to Liz over at The Happy Teacher our list has grown considerably. 

1. Crab Walk around the Room: Put on a song and have students walk in the crab position around the room. At some point, have students go in reverse. 

2. Doodle Time: Give students some blank paper and markers and let them doodle and talk for five minutes. 

3. Dance Party: Turn on the radio and let students dance until the song ends.

4. Tic-Tac-Toe: Give students some blank paper to play tic-tac-toe with a friend. It’s a simple game that won’t cause a mess or a distraction for your neighbors! 

5. 50 Jumping Jacks: Get students’ heart rates up with this quick physical exercise. 

6. Heads Up, 7-Up: Another classic that is easy and exciting for students!

7. Stretching: Choose a student to come up and lead a minute of stretching.  Most students know various stretches from gym class and will enjoy leading their peers!

8. Pantomime: Choose a student to act out an activity without talking.  The class must mimic the leader and then guess what the activity is (swimming, flying, sleeping, laughing, jogging, singing, etc.).

9. Mirror-Mirror: Have students pair up and mirror the actions of their partner. Students will get a kick out of this activity!

10. Thumb Wrestling: Have students choose a partner and participate in some old-fashioned thumb wrestling. Be sure to establish your expectations before this little brain break.  

11. Rock, Paper, Scissors: Have students partner up for five rounds of Rock, Paper, Scissors. The winners get a high five from their partner.

12. Sky Writing: Have students “sky write” their ABCs, sight words, spelling words, or a secret message to their friend.  

13. Air Band:  Choose an "air" instrument and "rock out!"  Drums, guitar, and saxophone are my personal favorites.

14.  Silent Yoga:  Strike a yoga pose and see how long your students can hold it. Google "Kid Yoga" for some easy examples. 

15. Desk Switch: Give your students 10 seconds to grab their materials and find another desk to sit in. They will remain in this desk until the end of the lesson. There are two reasons we do this: First, it gets them moving; second, being in a different location often helps them see the environment in a new way.

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Tags: classroom management, Classroom Community, classroom procedures, Classroom Climate, student engagement, extrinsic motivation, brain breaks

Do You Hear Me Now? An Active Listening Exercise for Teachers

Posted by Marygrove MAT on Feb 18, 2014 10:05:00 AM

active listening exercisesListening well—actively and deeply—is a skill that requires both attention and intention. It starts with our ears (making sense of words as well as the speaker’s tone) but also involves our eyes (body language says a lot). In a world increasingly cluttered with information, getting students to listen mindfully is a challenge. Julian Treasure suggests in a TED Talk that we are actually “losing our listening.” Teaching students to listen better will help them to succeed in your classes, as well as to engage more deeply with the world.

When you want your students to explore a specific topic or question, here’s a small group strategy to use that encourages active listening (along with offering all the advantages of collaborative learning).

Before starting this activity, review the following guidelines with your students:

First, you must listen with openness: suspend your judgments and biases and listen for those things with which you agree as well as those you might challenge.

Second, listen with curiosity: engage your desire to learn and understand, rather than to try to fix anything or simply offer your own point of view.

Third, listen respectfully: listen without asking questions that interrupt the speaker; jot these down and save them for later.

Fourth, listen schematically: listen for patterns, trends, and for what is not being said.

Fifth, listen intentionally: decide what you intend to do with the information you’ll learn.

There are only two rules:

  1. Each person in the group must speak once before anyone can speak a second or third time.
  2. If someone asks a question, someone else must answer it before another comment can be made.

Step One: Break the students into small groups of four or five.

Step Two: Give them the topic or question that you would like them to discuss.

Step Three: Each group should identify or appoint a group leader who will make sure the rules are followed and time is observed.

Step Four: One person begins by saying something about the topic or starting point question; the others listen using the guidelines noted above.

Step Five: Another student asks a follow-up question or comments about what has just been said.

Step Six: Repeat Steps Four and Five until everyone has spoken at least twice, or for a specific amount of time.

Step Seven: The group leader, with help from the group, summarizes the conversation and identifies any patterns or insights that emerged or developed.

Step Eight: Report out to the class.

You could follow this activity with a reflective journal entry, asking students what surprised them (it may be the difficulty of listening actively) and what new or interesting points/ideas they learned.

The first few times you try this, you may need to float around the room, encouraging students to stay on task. Once they get the hang of it, you’ll find this activity combines active listening, active learning, collaborative learning, and writing, all strategies that help students to probe and reflect on their own learning.

Additional Resources:

Artze-Vega, Isis. “Active Listening: Seven Ways to Help Students Listen, Not Just Hear.” Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. 10/1/2012. http://www.facultyfocus.com/articles/teaching-and-learning/active-listening-seven-ways-to-improve-students-listening-skills/

Mankell, Henning. “The Art of Listening.” The New York Times. Opinion. 12.10.2011. http://www.nytimes.com/2011/12/11/opinion/sunday/in-africa-the-art-of-listening.html?_r=0

Thanks to Lisa Dresdner, Ph.D., Norwalk Community College, and to Dr. Judith Ableser, director of the Oakland University Center for Excellence in Teaching and Learning, for this tip.

 

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Tags: active listening exercises, mindfulness in the classroom, classroom management, Classroom Community, classroom procedures, Classroom Climate, classroom discussion

Walk and Talk: A Simple & Effective Student Engagement Strategy

Posted by Marygrove MAT on Feb 14, 2014 12:34:00 PM

student engagementWhile there are countless ways we can nurture relationships and better engage our students, we’d like to talk about a specific student engagement strategy called the Walk and Talk.

In his essay, “The Power of the Walk-and-Talk Technique,” Jim Peterson asks us to consider some of the “scenes of aggression” we’ve witnessed in the animal programs we see on the Animal Planet and National Geographic channels. Other than hunting scenes, most acts of aggression begin with animals facing one another. It’s not very likely that the violence would be preceded by two animals traveling side by side.

Peterson suggests that when “higher-level organisms travel together, and in the same direction, rapport seems to build and there appears to be a progression towards harmony.”  

Walking and talking helps sync our body language
In addition to walking side by side, another technique for building rapport between individuals is what Peterson calls “body mirroring.”

In body mirroring, the ideas is to have your posture subtly reflect that of the person with whom you’re communicating. Mirroring the body language of a student while sitting across from him or her can feel awkward, contrived and even insulting. That’s why Peterson suggests walking and talking. When teachers walk next to their students, they both adopt similar postures without any conscious effort.

Walking and talking takes eye contact out of the equation
Some students do not feel comfortable making eye contact. It is also worth noting that in some cultures it is a sign of disrespect for the student to look you, the teacher, in the eye. 

Walking with a student takes the question of whether or not to make eye contact out of the equation. It feels perfectly natural to have a conversation with someone and not make eye contact if you are walking alongside each other.     

We let off steam when we walk
Sometime, when you’re feeling irritated or angry, try walking 100 yards. At the end of that distance, note how you feel compared to when you began the walk. Chances are that you’re not going to feel gregarious, but you will have progressed from feeling bad towards feeling better.

When you walk with a student who is frustrated or upset, the student experiences a progression towards a better-feeling state.  Peterson suggests that on a subconscious level, the student associates this positive feeling with your presence and contribution to it, the same way the person you delivered the bad news to made an association between you and the bad news. In the case of the walk-and-talk, however, this positive association is yet another element in the process that builds a positive relationship.           

Peterson outlines an eleven-step process for conducting a successful walk and talk. Instead of reproducing all three pages of the procedure here, you can read it by clicking here.

Tags: classroom management, Classroom Community, classroom procedures, Classroom Climate, student engagement, extrinsic motivation

10 Ways for Teachers to Keep the Fire Burning

Posted by Marygrove MAT on Feb 7, 2014 11:12:00 AM

teacher burnoutLeaving work at work is truly an art form—especially when you’re a teacher.

It gets easier with time and experience, but I’ll be the first to admit that  I’ve spent restless nights and early mornings replaying the day’s events, recalling the conversations I had, the cringe-worthy lessons I gave, and all the things I didn’t say—but should’ve said— to my students.

If you haven’t experienced these feelings, I’d like to know your secret to success—but my gut tells me that most teachers, particularly those new to the profession, often feel like they’re hanging on by a thread. In times like this, I reach for one of my favorite resources: a book by Neila Connons called If You Don’t Feed the Teachers They Eat the Students. Below you’ll find 10 of her tips to help teachers keep the fire burning.

10 Ways for Teachers to Keep the Fire Burning

Make “me-time” a part of the job
Your students are important, but they cannot—and should not—be your sole priority. Beating yourself up at night and working through the weekend are both counter-productive activities. Your students need you to be at your best…how can you possibly be your best if you are exhausted?

You-time is a part of the job. You owe it to yourself to pursue healthy relationships, hobbies and life outside of work. 

View problems as challenges
You can waste a lot of time and energy talking about what’s wrong, but healthy people spend 5 percent of their time discussing problems and 95 percent looking for solutions. They enforce this philosophy in every aspect of their lives.

Don’t be a finger-pointer
This is an extension of the point we made above: Blame has never accomplished anything. Instead of spending time trying to figure out who is at fault, use the time to make things better.

Analyze your stresses and frustrations
Know what sets you off and avoid it when you can.

Set personal goals that are not associated with vices
Too often we associate resolutions and goal-setting with vices. We know we should stop smoking, start exercising more, eat less red meat, and so on. While the aforementioned goals are certainly worthy of our pursuit, it is important to also set goals that relate to our passions. What have you always wanted to do? Making it happen may not occur overnight; it may take a lot of work, but you owe it to yourself to pursue your passions.  

Do not vegetate, procrastinate or complain
Be active, organized, and positive. Get involved and be a part of the accomplishment. Healthy people are doers.

Have positive role models and mentors
Teachers are surrounded by lots of brilliant and resourceful people. Swallow your pride and learn to depend on them. 

Don’t sweat the small stuff
When challenges occur, ask yourself if this will make any difference tomorrow, next week or next month. Take your job seriously; take yourself lightly.

Be proud and confident
Even on the days you don’t feel your best, fake it ‘till you make it. A walk of confidence and pride definitely adds to the positive climate of a building.

Don’t ever stop playing and laughing
A day without laughter is also a day not fully lived. There is so much to smile about in our business; and we know that we don’t stop playing because we grow old—we grow old because we stop playing.

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Tags: classroom management, Classroom Community, classroom procedures, Classroom Climate, stress management, teacher burnout

4 of the Great Myths About Teaching

Posted by Marygrove MAT on Feb 6, 2014 9:19:00 AM

myths about teachingThere are a number of ancient misnomers about teaching, but today we’d like to take on four of the most common myths about the profession.

My students are resistant
Sure, some students resist, a few my act like they couldn’t care less, but often those we label “resistant” are simply unsure of our expectations.

For example, when we ask students to “try harder to pay attention in class,” we think we’re issuing a straightforward request. In actuality, this request is vague, lacks specific instructions and does not give the student a clear picture of what we expect from him or her.

Instead of asking students to try harder to pay attention, say something like this: “During class, I want you to keep your head off the desk, keep your eyes open and on me, and have all of your materials out on the desk.”

Always give your students concrete steps for making the investment.

Teachers shouldn’t smile until Christmas
This is one of the most ubiquitous teaching myths. Although we disagree with this adage, we see the line of reasoning: “It’s better to be feared,” as Machiavelli says in The Prince, “than it is to be loved.” Rule by fear may be appropriate for a dictator-prince, but we’ve never believed dictator-princes to be very effective teachers.

Most students begin the school year enthusiastically: they are quiet, attentive and respectful. From the outset, students need to know that they can trust us; they also need a reason to invest in the journey they’re about to embark upon. If you want them to set sail with you, make the first day—and every day thereafter—a celebration. Smiling doesn’t make you a pushover.

Teachers have to be the smartest person in the room
Give yourself permission to be human and admit it when you make mistakes or don’t know the answer. Students respect teachers who admit their mistakes and take steps to correct them. Why? Because it lets them know that the classroom is a safe place—a space where both students and teacher are free to make blunders, take risks and learn from them.

Students don’t read anymore
It’s funny how many of our students vehemently claim that they don’t like reading. Teachers reinforce this fallacy when they echo their students’ claims.

Students read. In fact, they read all the time. Ask your students if they text. Ask them if they update their Facebook account or read and write comments on their friends’ walls. Do they send email? Do they read magazines, comic books or celebrity gossip blogs? You bet they do.

Like it or not, if we want to nurture a love of reading in our students, we must acknowledge that these are legitimate forms of reading. Believe and reinforce this.

Photo credit: Tilemahos Efthimiadis

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What Makes an Extraordinary Teacher Extraordinary?

Posted by Marygrove MAT on Jan 31, 2014 1:30:00 PM

excellent teachersMost of us would agree that excellent teachers are masters of their subject matter. They know how to challenge, engage and inspire students, too.

But extraordinary teachers are extraordinary for another reason: They know that patience, kindness and mindfulness are transcendental values that must be present in themselves, their classrooms, and their students.

Yesterday we read about an inspiring teacher in a blog by New York Times best-selling author Glennon Melton. We pulled an excerpt from the larger article and hope you find it as enjoyable and inspiring as we do.

I’d emailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math – but I’m not sure I believe him. Help, please.” She emailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth grade classroom staring at rows of shapes that Chase’s teacher kept referring to as “numbers.”

I stood a little shakily at the chalkboard while Chase’s teacher sat behind me, perched on her desk, using a soothing voice to try to help me understand the “new way we teach long division.”  Luckily for me, I didn’t have to unlearn much because I never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but l could tell that Chase’s teacher liked me anyway. She used to be a NASA scientist (true story) so obviously we have a whole lot in common.

Afterwards, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are the least important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community – and we discussed our mutual dream that those communities might be made up of individuals who are Kind and Brave above all.

And then she told me this.

Every Friday afternoon Chase’s teacher asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student whom they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her.

And every single Friday afternoon, after the students go home, Chase’s teacher takes out those slips of paper, places them in front of her and studies them. She looks for patterns.

  • Who is not getting requested by anyone else?
  • Who doesn’t even know who to request?
  • Who never gets noticed enough to be nominated?
  • Who had a million friends last week and none this week?

You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down- right away- who’s being bullied and who is doing the bullying.

As a teacher, parent, and lover of all children – I think that this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold – the gold being those little ones who need a little help – who need adults to step in and TEACH them how to make friends, how to ask others to play, how to join a group, or how to share their gifts with others. And it’s a bully deterrent because every teacher knows that bullying usually happens outside of her eyeshot –  and that often kids being bullied are too intimidated to share. But as she said – the truth comes out on those safe, private, little sheets of paper.

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Tags: excellent teachers, classroom management, Classroom Community, classroom procedures, Classroom Climate, student engagement, extrinsic motivation

5 Effective Classroom Management Tips: Working Around “I Don’t Know.”

Posted by Marygrove MAT on Jan 11, 2014 6:00:00 AM

effective classroom management“I don’t know” isn’t a four-letter word, but to most teachers, it might as well be.

While there are effective classroom management strategies we can use to engage students who say “I don’t know,” educational technologist and blogger Jeff Dunn may have the ultimate workaround:

He’s outlawed “I don’t know” entirely and provided students with a few alternative responses. 

Instead of “I don’t know,” students may respond with the following choices:

  • May I please have some more information?
  • May I have some time to think about this?
  • Would you please repeat the question?
  • Where could I find more information about that?
  • May I ask a friend for help?

All five of these questions provoke engagement and let students know that no one gets off the hook.

Jeff is a regular blogger over at Edudemic, so be sure to stop by and check out his collection of articles.

If you're looking for more ways to develop an effective classroom management plan, check out our guide, 15 Effective Classroom Management Apps for Educators!

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Tags: classroom management, Classroom Community, classroom procedures, Classroom Climate, extrinsic motivation, classroom discussion, effective classroom management, effective classroom management plan

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