I have noticed that when my students are in the right mindset, they tend to learn with more enthusiasm and are typically more focused. I have found that the following 6 ways tend to work well for creating a science mindset for my students when they are in my classroom working:
5 Tips to Make Learning More FUN!
I like to tell my students that if they are bored, I’m bored and if they are having fun, I am having fun. I really do believe this! There is a certain kind of unexplained magic that is palpable when the teacher and students have this synchronic energy of fun in a learning environment. When we have fun, we are more open to new experiences, we are more relaxed and most of all, we are happy! Who doesn’t want that everyday? I know I do and I am willing to bet that you do too. Below are just a few ideas for you to try as well as to help you get started in your own brainstorming session on bringing fun into your classroom.
A Week of STEM activities!
I decided to take on my own challenge of incorporating a STEM activity every day for a week. It turned out to be a huge success where both my students and I had a blast. Here were the various STEM tasks that they took on:
Dealing With Student Absences
I have already talked about how to lessen the amount of prep work you have to do when absent (check out that post here), but what about when your students are gone? I used to think it was much more work dealing with students being absent than when I took a day off (whether it be a sick day or professional development); that was before I came up with these ways to avoid the frustration. Here are some tips and tricks for making your classroom more self sufficient for absent students as well as making your life easier.
Stop Taking my Pencils!
I don’t know about you, but no matter what I have tried in the past, my pencils always seem to disappear! I have a special holder on my desk for ‘student pencils.’ I have previously asked them to leave a shoe in exchange for a pencil. I thought that if my students would hobble around my classroom with only one shoe, they would surely remember to give me my pencil back. But, sure enough, my pencils would slowly disappear! So, I recently came up with a new idea for keeping my pencils from getting “kidnapped” (napped by kids) and thought I would share it with you!
Tips on Building Community in the Classroom
Much like with parenting, teachers are often the caring and supportive adult in students’ lives. However, we are also the judge, jury and executioner! It can be a tough role to juggle. In order to help strike that balanced chord of showing that you are there to support your students, building community should be your first step. Here are some approaches that I use in my classroom to help build community.
Getting Involved in Your School Community
Sometimes when you are spending 12-14 hours a day in your classroom, the last thing you want to do is volunteer for something else that will keep you at school more. However, I honestly believe that the more you get involved in your school community, the more you will enjoy being there. I mean, hey, if you are going to spend every waking hour at work, you might as well include some extras that you will have fun doing (that is, besides grading papers…). Here are some ways that I get involved in my school community:
Things to consider when setting up your secondary classroom
I think many of us have fond memories of our classrooms from our elementary years. The special reading nooks, the fancy floor rugs upon which we would sit as we happily listened to stories or discussed our classroom plans for the day during morning “meetings”, the colorful and thoughtful decor that conveyed a sense of creativity in our teacher as well as their personality. These days, it is very easy to look online and find so many wonderful ideas for primary classrooms, but it can be more difficult to find the same level of excitement for decorating a secondary classroom. Why is this? Why do secondary teachers not get as excited about their classroom “theme” or decor? Perhaps we feel that our students will not appreciate it. Maybe we are afraid that they will roll their eyes or poke-fun at our attempt? Although this may be true on the outside, I honestly feel that they do appreciate it– even if they don’t express it to you directly. Here are my ideas for things to consider when decorating your secondary classroom (some are more focused on fun and some are more focused on practicality):
How to Integrate Science into any Subject!
I may be biased on this one, but, I really believe that Science is the great ‘connector’ of all subjects. In this new era of common core, we will need to be creative on how we integrate all of the subjects as we teach. I believe that science is the answer as well as the easiest common thread in which to sew together our educational blanket, so to speak.
I think many people can be intimidated when it comes to Science. They might have flashbacks to dissecting a frog in Biology, or calculating moles in Chemistry… that is not science. Science is much more than those memories. However, I think those negative memories can become all-encompassing and people may begin distancing themselves more and more from science due to feeling overwhelmed or intimidated by it. Don’t let science scare you away from incorporating it into your own curriculum. Remember, any subject can be connected to science; it has a place in every classroom. Let’s examine some ways to bring science into your classroom where you are teaching something that you feel more comfortable with:
Teaching Students to Embrace Mistakes
Mistakes are a very, very important part of the learning process. However, I notice more and more that my students are afraid to make any kind of mistake. It appears to me that they are fearful of looking foolish in front of their peers (and even me, if we are working one-on-one). We know that teenagers can be extremely self conscious and do not want to ‘lose face’ in front of others. However, I find it valuable to teach them that there is no shame in being wrong or in making errors. In fact, I try to instill in them that these ‘faults’ are valuable and should be celebrated in the classroom.