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…
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!
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 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 I’m sure you all have had a classroom mixture of the talkers, the class clowns, the quiet ones (usually in the back), the shy ones, the ones who always have the correct answers, the ones who always answer but are rarely correct. 😁
Shocked panic teacher holding hands on head and screaming in despair and frustration.
I’ve had those problems all my 20+ years of teaching. That eclectic mix of students that teachers expect, but it drives us crazy! I’m not even talking about differentiation of content. Because even in the same class, with most students on the same academic level, you will have a unique mix of excitable, charismatic talkers, and still the ones who barely, if ever speak – on stuff THEY KNOW.
Class of attentive students who are content NOT speaking
So it is in this frame of mind that I had to developed a new…
So I’m sure you all have had a classroom mixture of the talkers, the class clowns, the quiet ones (usually in the back), the shy ones, the ones who always have the correct answers, the ones who always answer but are rarely correct. 😁
Shocked panic teacher holding hands on head and screaming in despair and frustration.
I’ve had those problems all my 20+ years of teaching. That eclectic mix of students that teachers expect, but it drives us crazy! I’m not even talking about differentiation of content. Because even in the same class, with most students on the same academic level, you will have a unique mix of excitable, charismatic talkers, and still the ones who barely, if ever speak – on stuff THEY KNOW.
Class of attentive students who are content NOT speaking
So it is in this frame of mind that I had to developed a new way to have students discuss content and texts in class. That was about 10+ years ago, that I developed this simple change to my class discussions.
Nevermore was this more needed for me to revisit and bring these back this year.
Teaching after Pandemic year slapped us all in the face.
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My 5th period Advanced Placement English Literature class was packed with wonderful, intellectual students; they were truly great individuals, but were cliquish and or staunch individuals. Getting them to discuss works as a group or class was distressing.
It was exhausting! T.C. would speak, Mariann was add her two cents, then crickets. Then, I’d have to play dentist and pull teeth to get others to speak. “Kevin, what did you think?” “Chloe, do you agree that the character was malicious?” It became daunting to expect these seniors to talk about our reading every class.
Some days, I would get to the car, open, sit down, and just not move. I was so tired from “playing dentist” to try to get anything out of these students. They knew the information, but just didn’t gel with each other or didn’t want to share it with me. 😁
Exhausted teacher rubs nose, takes off spectacles, suffers from eye strain and headache, has problems trying to get students to participate in classroom discussions.
So I revisited some of my past lessons and noticed I hadn’t tried my “Standing Discussion Parties” in a while. I’ve gotten so used to students talking when I put them in groups or in class discussions, I’ve forgotten that some of these eclectic mixes exist.
I was pumped! I will resume this cool activity that I hadn’t used in years.
Excited teacher having brilliant idea, finding inspiration or solution to problem
Fast forward, months after my epiphany, I have started to use this technique, which is literally just a variation on having classroom discussions, almost like going to a gallery or museum exhibit. Check out the video of how well it went with one of our readings.
One of my Standing Discussion Parties
So whenever you swing by my classroom or pick up one of my LESSON ACTIVITIES products on https://www.teacherspayteachers.com/Store/The-Angry-Teacher-Store when you see students moving around with their questions sheets or you see Standing Discussion Party” in one of my products that’s what’s going on. 😁
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She’s laughing. I’m laughing. Her dad’s laughing. We’re all laughing.
It’s summer and I go up to my brother and his family annually to release, relax, relate…and especially after this hectic school year, it is warranted.
My niece, Annie, reads everything. Since she was younger, we have instilled in her the habit of reading everything. I love about 276 miles away from her, so I’d have to be informed of her reading exploits in school. All the awards she would rack up and all the books she’s been reading.
(Yes, she’s been through the entire Harry Potter and Bluford Series).
Yes, yes, we played the obligatory License plate games, read street signs, read the ingredients on the back of products, and read the instructions to everything. Our family had created a reading monster.
Now, our little Annie is attending the University of Central Florida in…
She’s laughing. I’m laughing. Her dad’s laughing. We’re all laughing.
It’s summer and I go up to my brother and his family annually to release, relax, relate…and especially after this hectic school year, it is warranted.
My niece, Annie, reads everything. Since she was younger, we have instilled in her the habit of reading everything. I love about 276 miles away from her, so I’d have to be informed of her reading exploits in school. All the awards she would rack up and all the books she’s been reading.
(Yes, she’s been through the entire Harry Potter and Bluford Series).
Yes, yes, we played the obligatory License plate games, read street signs, read the ingredients on the back of products, and read the instructions to everything. Our family had created a reading monster.
Now, our little Annie is attending the University of Central Florida in August. She has her Associates of Arts degree right out of high school already, she’s receiving several scholarships, and she has graduated in the top of her class.
So why were we laughing? Well, Annie brought up a story of something she remembered as she was growing up. A story about mispronouncing words and our making fun of her ‘cute’ pronunciations like Wadah, instead of Water and Batah instead of Batter.
Short Passage with Interactive Questions for Home or School
[a product from my store] where she practiced her reading and I developed it for struggling and developing readers like our Annie was – our little reader.
10 really short passages for kids to practice during the summer, after school, at the beginning of class, if they are struggling readers, or after they’ve completed assignments early. It has some wonderful questions and the opportunities to answer questions and then discussion questions that we followed up on with her; fun times.
Now we were just having fun as a family that liked to learn, but Annie was digesting every minute. Even though she was spending time with her family and uncle, she was also learning to love reading.
She [and I] will always remember these moments; these summers with our little reader.
What do you do with your little reader to move them along through the summers or throughout the year in general? Whether it be from hanging at the pool chilling at a friends house, eating out, roughing it at summer camp, let’s find time to have our littles READ.
The Angry Teacher 