Teacher's Bag of Tricks

Everything a teachers needs...

Ten Gifts That Will Help Students Feel More Positive About Themselves

Give them responsibility.

Give them a part in decision-making.

Give them permission for their feelings.

Give them reasonable rules.

Give them "guard rails."

Give them unconditional hugs.

Give them permission to make mistakes.

Give them the truth.

Give them freedom.

Give them themselves.

Taken from Innovative Strategies For Unlocking Difficult Adolescent by Bowman, Carr, Cooper, Miles, and Toner

How to Blossoming Your Students

How do you expect the best of your students?  How do you verbalize that expectation?  Here are five steps to blossom anyone at anytime.  These are taken from The 7 Laws of the Learner by Dr. Bruce Wilkinson.  

1.  EXAMINE the person you want to blossom.  

2.  EXPOSE what the person did.  When you see a person act in a way you can use for his/her good, then let that person know you saw it.  You can begin with, "You just did _______________," and reveal to the person what you observed.  For example Johnny just received an A on a very difficult test.  Your antenna is out and you think, Here is a moment where I can really blossom my student."  So you say, "Johnny!  You just earned an A in science!"  Then pause.  You let your statement settle down in Johnny's heart.  Don't neglect this pause, it's very important.  

3.  Describe you EMOTION about what the person did.  Tell Johnny how you feel about that excellent paper.  Say, "That makes me feel _____________."  For instance, you could tell Johnny, "That makes me feel so proud of you."  Then pause again.  Let it hit home.  I guarantee that any child, even a teenager, will enjoy that moment!

4.  Tell the person what you EXPECT of him in the future.  Up to this point you haven't blossomed anyone.  All you've done is give a compliment.  This is the step where you tell the person what you "expect" from him and share your "expectation" by stating, "I believe you are becoming ________________."  When you tell someone what you expect of him/her, you're being a visionary.  God is calling you to be a visionary parent, teacher, boss, worker, pastor...  

5.  ENDEAR yourself to the person through appropriate touch.  If it's a young boy, you might give him a one of those manly nudges.  If it's a little girl, come down to her level and gently squeeze her hand.  If it's a coworker, you could put your hand on the person's shoulder.  For me personally, I would not literally touch someone of the opposite sex...but yet I will touch them.  I'll express the appropriate words, smile, and then affirm with my eyes and bow ever so slightly forward.  In today's society, we all must be very careful how we exercise touch.  

Want to be a Master Teacher?

What is a Master Teacher? Dr. Bruce Wilkinson in his book, "The 7 Laws of the Learner" tells of a time when there was an opening for a junior high in Dallas. There was a number of people who applied but it came down to two finalists. The fist man had taught school for thirty-five years; the other candidate was in only her second year of teaching. The experienced teacher with all the credentials was sure he would get the job. But by the end of the week, the young woman was chosen.

The older man was livid. He stormed into the personnel committee meeting, demanding to know why he wasn't hired; after all, he was the one with thirty-five years of experience. The wise administrator paused for a moment and then answered, "Sir, it's true you have been teaching for thirty-five years, but I could not see any improvement over those years. The way I see it, you had one year of experience repeated thirty-five times!"

Master teachers are those who cause students to learn. They are those who keep improving. It may not be leaps and bounds but small steps every year. Teachers are not born, not manufactured, but just improved.

Think about this: Who would you say was the best teacher you had? What top three characteristics made that person your favorite? how important was his commitment to "cause you to learn?" What do you think would have happened if he lost that commitment?

Reaching the Full Spectrum

One of the greatest challenges I have faced as an Algebra teacher is teaching students who are all over the academic board.  Today my students were working on a unit review for an assessment they are going to take this Wednesday.  As I was walking from group to group answering questions, one of my students asked for assistance on a problem.  In the middle of the problem, 4 x 8 came up.  I asked him what it was and he couldn't tell me the correct answer.  In the midst of teaching multiplying polynomials and fractional exponents, I have students who still have not learned their multiplication.  

I feel like I am doing my students a disfavor by moving on?  I also feel like I do my students a disfavor by not going on?  I also feel like I do myself a disfavor by reteaching.  

What do you think?