So I was shopping in Walmart the other day and it happened!
Yes, the holiday displays and the Christmas music heralded throughout the store. I gasped!
I mean we haven’t even cleared Veteran’s Day or Thanksgiving yet.
In any case, I realized that I should be pleasantly surprised instead of flustered because Christmas is my favorite time of year! No, it’s not just because teachers get 2 weeks off (I mean there is that), but people move differently; they act…well…with civility.
So back to Walmart. I’m walking through picking up regular non-holiday groceries when one of my favorite holidays songs came belting through the store. Yessir, Mariah Carey’s “All I want for Christmas is You!” (Don’t judge me!)
So I’m pushing my cart and humming, every now and then nodding my head from side to side. I even had passers-by smiling, and sharing knowing nods, as this was their favorite too. Some of my aisle-mates’ kids looked embarrassed as their parents hummed and hawed through the store.
That’s when I realized that some students have no idea how to discuss and analyze music, much less, Christmas or holiday tunes. We have a generation of students who do not understand the Christmas songs they hear once a year because we never give them an opportunity to hash out and analyze these songs.
Especially this year, I would love for students to feel the same joy I feel during this season; they need an emotional picker upper.
If you think students need to get in the spirit of Christmas, like I do, check out this product I developed. It’ll allow students to breakdown songs they’ve heard before and now will be able to impress their nodding and humming parents. Hey, they might even add new songs to their repertoire.
And there are so many more! I TOLD YOU I LOVE THIS TIME OF YEAR!
Until we talk again, have a wonderful holiday season! If you do or don’t celebrate it, know that you deserve some rest, festivities, and time to reflect!
Wherever you are around the world, Happy Holidays!
Diverse group of people taking pictures with christmas tree, celebrating festive season with holiday decorations in business office. Colleagues taking photos with seasonal xmas ornaments.
So Johnny is in the back, yawning and not paying attention to your instruction. Johnny has been here before, and you’ve just chalked it up to “we can’t reach everybody.” As that may be true sometimes, we need to make certain that we’ve attempted all forms of assistance to help Johnny reach his potential in your class.
Some students show lack of interest because of our subject area, our teaching approach, something happened at home this morning; it may be so many things that we may not be privy to.
These 4 problems may give some insight into those students [and Johnny’s lack of energy and seemingly nonchalant, rebellious attitude] in your class, during your lesson. Let’s check ’em out!
LEARNER MAY FEAR SCHOOL –
NERVOUS student in a library
Because school can be intimidating to some students, they may show resistance to you…
So Johnny is in the back, yawning and not paying attention to your instruction. Johnny has been here before, and you’ve just chalked it up to “we can’t reach everybody.” As that may be true sometimes, we need to make certain that we’ve attempted all forms of assistance to help Johnny reach his potential in your class.
Some students show lack of interest because of our subject area, our teaching approach, something happened at home this morning; it may be so many things that we may not be privy to.
These 4 problems may give some insight into those students [and Johnny’s lack of energy and seemingly nonchalant, rebellious attitude] in your class, during your lesson. Let’s check ’em out!
LEARNER MAY FEAR SCHOOL –
NERVOUS student in a library
Because school can be intimidating to some students, they may show resistance to you and your task: teaching them your lesson. It may have nothing to do with your content or you personally; it’s just the whole concept of going to a place that reinforces what they already know – nothing about learning.
Students may fear — and therefore not like school — because of their past interactions with school and education. Maybe they did not learn the foundations, so now they are intimidated and embarrassed.
Here’s how to navigate this:
Try to understand the student: Find out about his/her past. Ask them. For example: this year, I was given a class half way through the year…like in February. I mean…seriously? With that said, I know they hadn’t had a teacher all year, so my expectations were different for that class. I had to do things differently because I knew their past.
Your responses and behaviors: Some students may not respond to the teacher at the chalkboard lectures. Some students may not respond to the teacher giving them treats without them earning it. Some students may not respond to shouting or ridicule. Get to know your students.
Sit with versus standing over your students: Be more conversational rather than instructional. Talk to your students and not at your students. Now, this does not mean that you won’t be stern and “use your teacher voice” at times, but just navigate the space in a way that your students know that your instruction is only to help them, not only to chastise them.
De-emphasize “FORMAL” lesson/education: Yes, I know you have to teach the standards and it seems you’re evaluated daily, but sometimes showing students the “cool” side or “fun” part of your lesson will help them learn more. Making jokes, showing you care about them, more than your content, goes a long way to helping them connect with you.
2. LEARNER MAY HAVE BASIC NEEDS PROBLEMS AT HOME –
Student being bullied because of things other students have heard
We all know all students are not coming to the table with the same opportunities and backgrounds. Even if they grow up in the same neighborhoods, family situations, financial circumstances, and other problems may persist.
Here are some things you can do, if you discover something about your students.
a. Refer the student to services: Some schools and districts have multiple services for students with problems, whether they be financial, abusive, emotional, and more. Reach out to others who are experts, either in the building or not. In some districts, it is your responsibility contractually. If it isn’t and you contact these services for your student, they may appreciate it.
b. Try to help out if you can: I keep bath soap, deodorant, candy, and snacks in my closet at work becuase I know some of my students do not have these things at home. I know that at some time during the day, a student will need a Granola bar or a Honey Bun for nourishment to get them through their next class. See if there is something you can offer that doens’t cross any lines or inconvenieces you, but helps your student attmept to do more or better in your classroom.
c. Make it a Class Assignment: Because you don’t want to make everyone aware of a student’s distressing home life or problem, make it a class assignment and speak in general terms. Everyone has to work on it, and the student you are trying to reach will realize that this is how they can work through their issue – nobody else has to know.
d. Work with them: I’ve had several students who have parttime jobs because they need to help out at home financially. When I am made aware of this, I offer to extend due dates for them; only do 2 questions, instead of all 4; I extend my office hours (maybe an hour or so) if they have questions on an assignment. I realize that every student’s household is different and they’re trying to survive, so I’m there for it!
e. Be THAT person for them: Yes, sometimes it gets overwhleming to have students coming to you to get things off their chest or to just sit with you during lunch, but You my be THAT person for them. They understand that what is said here, stays here (within reason and the law), and that regardless of what’s going on at school or home, they have a champion on their side. Like Rita Pierson says, “Every student needs a Champion!” Are you THAT person?
3. LEARNERS FIND IT DIFFICULT TO PLAN FOR THE FUTURE –
Some students find it hard to brainstorm and plan for their future, even as seniors in high school
Setting goals — long or short — may be problematic for students, so they freeze up and do nothing. So while they know they need English, Social Studies, or Calculus to graduate, because they cannot see where this will take them or how it will impact their future, they do nothing.
Get with your students and help them make a plan. What is going through their minds as it pertains to their futures? Make a supplemental lesson or assignment if you have to.
I relegate anywhere from 1 to 3 weeks of Life After High School lessons for my students because I’ve seen the nervousness and glossy looks every time I mention graduation and what happens afterward.
Help your students find their future. Even if their plans change, at least someone has helped them navigate to this point.
Heck! Adults are still figuring it all out! At least these students would now have a plan of action.
4. LEARNER MAY BE EMBARRASSED OR ASHAMED OF PERFORMANCE –
Student embarrassed at not knowing something
Of course, every student who comes into your room will not remember what they should, do what they should, or even have the skill set to do what they should, but that’s ok.
With the embarrassment, comes the opportunity for you to appeal to their softer side and help them out.
When the student is showing lack of interest in your class lesson because they cannot keep up or they don’t understand what’s going on, talk to them and let them know that they’ll get it eventually, seek assistance from administration or an interventionist, pair them up, group them, sit with them and assist during a lesson. Welcome them into your space, so that they know that they have a chance to catch up and learn at their pace.
So next time, Johnny asks to go to the restroom for the 11th-hundredth time because he has no interest in your lesson, approach the situation from any of these points of view. Johnny may come around and be that exceptional student you know he can be.
Surprise, celebration and happiness for teachers, parents and guardians as we step into FEBRUARY! IT’S TIME FOR FREE STUFF!
Hey Angry Teacher Fam,
As we come to the end of FEBRUARY the month of BLACK HEROES and LOVE, it is now the month of THE ANGRY TEACHER STORE FREEBIES! PICK UP A FREEBIE [OR MORE] TODAY!
I know times are rough for teachers and parents or guardians everywhere, so I wanted to remind each of you that you can still educate and reach your little student in our uncertain society; I’m looking out for you!
Here are some FREE Products and Teaching tools to use all this month. You are appreciated! (**Also don’t forget the value of my Youtube channel tips, tricks, entertainment, and ideas for you, your little student, and your classroom; I really want to see you thrive!)
CHECK EM OUT! COME ON….THEY’RE FREE! JUST FOR YOU!
Surprise, celebration and happiness for teachers, parents and guardians as we step into FEBRUARY! IT’S TIME FOR FREE STUFF!
Hey Angry Teacher Fam,
As we come to the end of FEBRUARY the month of BLACK HEROES and LOVE, it is now the month of THE ANGRY TEACHER STORE FREEBIES! PICK UP A FREEBIE [OR MORE] TODAY!
I know times are rough for teachers and parents or guardians everywhere, so I wanted to remind each of you that you can still educate and reach your little student in our uncertain society; I’m looking out for you!
Here are some FREE Products and Teaching tools to use all this month. You are appreciated! (**Also don’t forget the value of my Youtube channel tips, tricks, entertainment, and ideas for you, your little student, and your classroom; I really want to see you thrive!)
CHECK EM OUT! COME ON….THEY’RE FREE! JUST FOR YOU!
I’m glad you were able to find something that you deserve! You need to be celebrated as you teach and reach young minds. This may not be a whole lot, but it’s something I felt I had to bring to your attention; we are all in this together!
So this happened recently. I created a product based on something I’ve used in my classes for years.
My students and I discuss literature through literary devices and figurative language as any English or Literature class. We would play games, work assignments, complete worksheets, and engage in heated discussions on why an author used a particular devices versus another; it is always a fun time!
Students working on Literary Devices and Figurative Language
So this product [LITERARY DEVICES FLASH & TASK CARDS [SERIES#1] was created way back in the when I started my The-Angry-Teacher-Store, so it is a product that helped to start the store and my business career. (Oh, you see what I did with the name of this blog and the title of the product?) CRAZY PUNNY!
Can you imagine how flattered I was when someone purchased a copy last week? Yes, now I was nervous, so I checked to see if the product was good enough to be bought, since at the time it was made, I had no idea what I was doing. 🙂
I opened that old product up and WHALA! IT’S AMAZING!
300+ SLIDES, OVER 50 Literary devices and figurative language, each has a definition, black and white and numbered versions, with 1 to 2 activities/questions each (so that’s a ton and hours of academic interactions with your students. I mean, seriously, when my customer bought this awesome product, I was beside myself with glee – giddy as I could be.
Oh, and I forgot, it’s alphabetized for ease of navigation and it even has SUGGESTED USES – Ideas for how to use this massive tool every English classroom should have!
I mean…this is just fantastic stuff! Pick yours up today!
GETTING STUDENTS [and TEACHERS] EXCITED ABOUT VOCABULARY
So we’re coming to the beginning of the school year…again…*sadface…and I realize that I need to get some stuff together to make my year seamless.
With that said, I was pondering what things I could amp up for the new year. I rummaged through my lesson plan binder from previous years (yes, I still keep them.; at least 2 years back), looked through my literary texts, even pawed through my bookbag.
And, I just put everything back because since I don’t start my full “Summer Prep for Back-to-School” for another few weeks, I didn’t feel like doing anything until I saw one of my students End-of-Year note to me and he missed used and misspelt a word.
And then it came to me! Amp up your vocabulary lessons!
I did a little self-reflection on what I’ve used in the past and researched some new stuff, and so here are 6 quick Strategies to help you (and me) with our vocabulary lessons next year.
RHYTHM OR RHYME IT!
Imagine how much fun getting your students involved in class, while learning vocabulary would be.
Yes, it’s a cliché, but it actually works. When students sing, rap, perform the words, they seem to retain it. They get really into it and once I remember a student brought his own soundtrack to rap to. Then, of course, the rest of the class borrowed his track, and ALL the songs…like ALL the remaining performances of the class period sounded the same. 😊
In any case, I also have them use it in their original poetry. After I’ve gone over a specific type of poem, I have them mimic the poet, but their original work MUST include at least 2 vocabulary words. I trips them up, but they usually produce some great authentic poetry.
2. LET STUDENTS CHOOSE THEIR OWN UNCLEAR VOCABULARY
Giving Students choice over their Vocabulary Acquisition does wonders for their self-esteem.
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It’s safe to say that education experts recommend WORD WALLS. You know, the wall in the back or front of the room that after Christmas no one remembers is there, or the one that never gets updated? I have no problem with these. However, I believe those walls limit how many words students will know for the year (or whatever the allotted time).
They are prescribed words, most times, that come from the readings or lessons. With that said, there’s nothing wrong with any of that, but students also DON’T know some of the words that DIDN’T make the words wall.
Have them keep their own running tally of words they DON’T know. Have them even turn it in for extra credit or something at the end of each semester or grading period.
3. VOCABULARY CARDS
These cards are so dynamic. Teachers can get so many activities out of them.
Anyone who knows my class, knows I sing the praises of MY VOCABULARY CARDS all the time. I mean, I just think it’s the most exciting and original idea ever. http://tinyurl.com/MIDDLE-SCHOOL-VOCAB-LIST-UNIT
[Check out the link to see what they are and how they work].
These VOCABULARY CARDS allow students to cover several words from their list without feeling like it’s a vocabulary assignment. They interact with one word several times and so it begins to stick.
Any content area can use these and any grade level, and part of the lesson works well also.
I use mine for Bell Ringers or Class Openers. My students know when they come in the room, these cards will be in the front waiting. They grab a card from the bag, and get to work without my even saying anything. That would be the first time that they interact with vocabulary for the day; other activities will be infused as the day progresses. Trust me it works!
4. USE IT IN CLASSROOM CONVERSATIONS
Happy kids at elementary school; happy about using Vocabulary words.
Mandate it! Make students use it. I put it as a part of my instruction for some activities. “Hey, we’re discussing this play, but while I’m walking around to hear your discussions, I need to hear you use at least one vocabulary each time.”
In the beginning of the year, they sigh and carry on and think that it’s too much. Yet, as the year progresses, they see that it is not asking too much at all. The words start flowing off their tongues…not really…but at least they become more familiar with the words – pronunciation and usage. 😊
As a teacher or instructor, when I am aware of it, I make certain to use the words when I speak with students. It makes the words real-life applicable and current. They realize how words work right in front of them.
5. USE IT IN WRITING
Applying the words in context and usage is key!
Just as we had students use their vocabulary words IN THEIR CONVERSATIONS and DISCUSSIONS, we can mandate that they use the words in their writing.
This allow more thoughtful, critical writing, as students will slow down and figure out if a word belongs in a sentence. With that said, does it matter if the students use the words incorrectly? No. Not at all. That’s why we’re there to correct them, or they’ll start figuring out how to use it eventually.
These activities are not to be used once. They are ongoing streams of ideas and active learning that students NEED to navigate words and vocabulary.
6. GIVE AN OFFICIAL CLASS LIST
So many skills are learned from anything students have to check off or keep track of.
Now, here is where more modern and hip language teachers will come at me; this way of teaching is taboo. However, I beg to differ.
Giving students official lists gives them guidance and awareness of the words we need to cover for this period of time. They will understand the context as we can all refer to a specific list and locate a wrd.
Why not just use word walls, you ask? Well, for younger students, that might work well. For older students, I believe they should be able to walk around with a list of words to refer to.
I give a list of 20+ words every 2 – 3 weeks. These students interact with this list constantly. From their writing to their discussions, to their projects, students start becoming aware of parts of speech, intonation, pronunciation, context, etc. It helps them understand how words work.
Now, do I expect them to know EVERY LAST word on the list? Heck no! I expect them to become familiar with them. To recognize them in other spaces.
Also, even though we could make them use the dictionaries to find the words and write the definitions down, I do the leg work for them. My lists have the parts of speech and the definitions.
So students are equipped to use the words and the lists are given.
Wow…Guess what?
As I am writing this blog, I received a review from one of the products in my store.
Stefanie K.***** Extremely satisfied. My students enjoyed. Relevant and Rigorous that kept my students attention. Thank you!”
That really warms my heart, as I’ve used these techniques for years. Now others are seeing the great ways we can lead our students to use and understand vocabulary. Now, teaching it won’t be a drag nor does it have to be taught in isolation.
Can’t wait to hear the stories, Angry Teachers. Let’s give em hell this year!
So we’re back at it, educators! The snow has lost its luster, the Figgie pudding is back in the freezer for next year, the gift wrap paper is stored away again, and the gifts have been return – yes, we are now getting back into work mode.
I sit and look through my window, just before planning for my dreaded return to work and a new grading period, “What do I teach?” “Where did we leave off?” “Did I return all me emails?” “What New Year Resolutions can I come up with for me and my students?” “what new year class activities can I use?”
So many questions, so little time left in my holiday break.
With that said, during this new year return to work, I think of the things I need my students to know, along with the content I’m supposed to cover. We only have a short time left (with testing and events) that we interact with our students.
This time of year is weird, as I teach seniors of different levels and one sophomore class. I know I have to cover the timeline of literature like the Romantics and Victorians all the way through Modernism, but I also have to cover a whole lot of real-life tasks like writing college essays, writing research papers, completing applications, writing and sending letters (including emails), getting students to remember how to write journals, etc.
So I start the year off with students revisiting their goal-setting that they did in the beginning of the year, and we work towards students completing these goals. We revisit what success looks like and how they can make sure that for the rest of the year and beyond, they are successful.
As my students work through these soft skills, we work on some content and some real-life tasks that enable them to survive beyond high school. As I mentioned before, I teach Seniors (for the most part), and high school will end real soon.
Here are some of the things I use with my students at the beginning of their new year:
I mix and match and get students to feel like they have something to do (because they do), but it also gives them a fun way to share their academics with their excitement for the last part of the year.
Try some of these out and let me know.
What do you do in the beginning of a new calendar year with your students?
Hispanic heritage month is here and in my classroom!
So I was reading a poem with my students about a poet’s crazy aunt – how she did her own thing, how she didn’t let others’ opinions of her stop her from being herself, how the speaker didn’t like her at first, but changed his perspective of his zany aunt, and that’s when our class discussions got really crazy!
Some of the things we hear as teachers are CRAZY!
As you know with kids, there is no or not much of a filter. Kids started telling me some crazy stuff about their families and, specifically, their aunties. Yikes!
“It’s true, Mr. Williams. My auntie Celia walks around in a bathing suit 24/7.” “My aunt believes she’s still in the 50s. I mean really.” “Mr. Williams, my aunt don’t talk to my family no more over a chicken bone. Nobody wants to tell me the story.” “Mr. Williams, my auntie in jail. She was doing fraud.” “Mister, my auntie makes the best sweet potato Pies ever.” “I have an aunt who still treats me like I’m 5. She still pinches my cheeks. I’m like lady…if you don’t…then my dad would gimme that look.” “Mr. Williams, remember my auntie who came to Open House? She want your number.”
These were actual words from my students once we read Luis Rodriguez’ “Tia Chucha.” My 11th Graders eat it up every year. I’m telling you; every year, I get nervous, but downlow excited about teaching this poem, as our discussion lead us down this crazy, loopy rabbit-hole of funny conversations.
This just makes me proud to be able to teach something with such great soul and richness. Rodriguez allows his readers (my students) to recount their times with their aunts and families, or to revisit their heritage, not matter where they’re from, or at least learn about others’ families and cultures. I make sure the conversations are safe, respectful, and healthy.
Group of diverse friends taking a selfie because that’s what our world needs.
Teaching these rich pieces excites me because students get to talk about what they’re experts in in – themselves and their families.
I wholeheartedly support any month that positively celebrates another culture or heritage without putting another one down or disparaging any because that’s what the world needs, understanding and acceptance, right now.
From September 15 – October 15, I try to include as many of these works with my students as possible, and you know what? I even sprinkle them in during the rest of the year as well, regardless of what the curriculum asks for.
As citizens of the world, I believe students need to know about each other, where they come from, where they’re going, and more importantly about themselves.
Here are some of the works that get me to accomplish the above goals per year.
The Angry Teacher 