Free, Cheap, & Easy! Technology Tools For Your Classroom
Today, technology tools for education abound! I’ll share what works for me in my classes. ClassDojo, Voki, Storybird, Padlet – just to name a few. What do they do? How can we use them in class? What secret jewels do you have to share with the group?
How to deal with indiscipline in the classroom ? IT HAPPENS TO EVERY TEACHER AT SOME POINT.
Sometimes it is with the first class. Other times a teacher gets a few good years under his or her belt before it hits. Sometimes it seems like it happens in class after class. The problem that all too often rears its ugly head is lack of discipline. Every teacher experiences it, and no teacher likes it. The good news is that there are ways to handle indiscipline in the classroom. Here are some tips to try with your students.
5minuteenglish.blogspot.com
How to deal with indiscipline in the classroom ? IT HAPPENS TO EVERY TEACHER AT SOME POINT.
Sometimes it is with the first class. Other times a teacher gets a few good years under his or her belt before it hits. Sometimes it seems like it happens in class after class. The problem that all too often rears its ugly head is lack of discipline. Every teacher experiences it, and no teacher likes it. The good news is that there are ways to handle indiscipline in the classroom. Here are some tips to try with your students.
5minuteenglish.blogspot.com
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
What is Your Student’s Writing Telling You?
Join DPI ELA consultants in an interactive session that explores what exemplary 6-8 student writing aligned to the CCSS looks like in ELA classrooms. Participants will look at student writing samples across the three types of writing: argument/opinion, informative/explanatory, and narrative writing and identify techniques aligned to the Standards.
Presenter: Anna Frost - NC Department of Public Instruction - Raleigh, NC
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Reading Challenge: Engage Your Readers Through Technology
Engaging students in meaningful independent reading is often a daunting task. This session will share a reading challenge that uses technology to motivate students to read and respond to their reading. Discussion boards, digital book talks, and multimedia projects are utilized to enhance, inspire, and empower students in this challenge.
Presenter: Erica Preswood - University School - Johnson City, TN
Seminars and Inquiry-based Learning in an Autonomous Learning Environment
Collaboration is essential for developing 21st century skills. This presentation will be an interactive discussion of the logistics of integrating Inquiry-based Learning across the curriculum, using seminars to engage all learners, and the value of collaboration with all subject area teachers. The presenters will reflect on classroom successes and challenges.
Presenters: Liz Everett & Seth Stephens - CW Stanford Middle School - Hillsborough, NC
Durham Public Schools and NC Write: A District-Wide Literacy Initiative
Durham Public Schools has partnered with Measurement Incorporated’s NC Write program to launch a district-wide literacy initiative. With an emphasis on Six Traits of Writing and Understanding by Design, district literacy specialists create digital interdisciplinary performance assessments to measure Common Core ELA standards and empower students to be college/career-ready.
Presenters: Trish Martin, Rhonda Kaye & Heidi Elmoustakim-Measurement Inc- Durham, NC
Teaching Middle... A Spiritual Practice
Teaching is profound, personal, and complex- almost a spiritual practice. Using that metaphor, perhaps we can draw on inner resources which will allow us to remain balanced and compassionate even on our most difficult days. This presentation will not espouse any specific religious tenets but gently look at philosophical underpinnings common to all.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Different Families Different Dances: Children of Alcoholics in the Classroom
When you live in a family where a parent has an addiction you learn ways of coping to help the family and get your needs met. Sometimes those strategies are counterproductive in the classroom. Participants will learn about Children of Alcoholics and strategies to help students be more successful in school.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Including Inclusion: Sharing the Classroom for Student Success
This session will offer comic relief to the many challenges of inclusion; while providing practical strategies for creating a successful inclusion classroom. Teachers will explore various inclusion models and ways to effectively communicate, plan and organize for students’ success. PREREQUISITE: Sense of humor and love for Middle-Scholars is required.
Presenters: Angela Monell & Shakera Wilson - Porter Ridge Middle School - Indian Trail, NC
Portrait of a 21st Century Student
What adjectives would you use to describe a 21st century student? If you are interested in helping students ask deeper questions, collaborate effectively and produce quality projects, this session is for you. We will explore resources and strategies that develop those much need skills for future academic and professional success.
Presenter: Cheryl Ellis - Zaner-Bloser Publishing - Franklin, TN
Is Google DRIVE-ing you Crazy?
From Google Docs to Google Presentations to Google Sites, Google provides more than a search engine and G-Mail accounts. Learn about the many functions and applications of Google Drive that will take you one step closer to the 21st century classroom. Bring a laptop and a G-Mail account and get ready to DRIVE through Google!!!
Presenters: Monica Martin, Heather Martin, & Lynn Potter-Caldwell County Schools-Lenoir, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom? This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters: Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
New Interactive Career and College Planning Activities for Middle School
This new set of 21 online activities (7 per grade) includes guided exercises, readings, inventories, videos, and games to help students learn about themselves and options for their future. Please join us to see activities, student work products, and to consider how these free activities from CFNC.org can fit into your school plan.
Presenters: Mark Wiles & Lisa Sommerfeldt - University of North Carolina General Administration - Greensboro, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
Mentor Text: What It Is and How to Use It Effectively
Mentor texts are a valuable way to allow students to integrate literature and student writing. Participants will be exposed to a variety of reading material, helpful texts, and student samples to help with the understanding of what mentor text is and how best it can be used. Participants will also participate in writing exercises that can translate into a positive classroom experience.
Presenter: Melanie Dalton - Alexander Graham Middle School - Charlotte, NC
Give Your Students a Voice With Interactive Notebooks
Interactive Notebooks will change the way your students organize their thoughts, show creativity and express their knowledge of a subject. Using Interactive Notebooks, your students will have a significant decrease in lost papers and a more personalized education. Though this session is directed towards Science, Interactive Notebooks are easily adaptable for other subjects.
Presenter: Catie DiVito - Broad Creek Middle School - Newport, NC
More from North Carolina Association for Middle Level Education (20)
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Sample letter explaining how Class Dojo works or ways that you can set it up in your class
Behavior Management: Rewards & Consequences
Class Dojo: This semester in Social Studies we will be using a classroom behavior plan based on a web tool called Class
Dojo. Students will be given positive points for good behavior and points will be subtracted for negative behaviors. Some
things students can earn points for are teamwork, raising your hand, stand & deliver, completed work, helping others, and
participation. Some things that can cost points include talking out of turn, being out of your seat without permission,
profanity, disrespecting others, not following directions, being off task or failing to complete homework.
Rewards:
Class Dojo rewards that can be earned are as follows:
Monthly –
1. Classes with 80% or higher positive behavior for that month will be given reward time to be spent as the students
desire
2. The student in each class with the highest number of positive points will be awarded a special prize and the title of
“Student of the Month” to be displayed on a poster in the classroom.
Weekly –
1. Students with 80% or higher positive points for the week will be given extra credit tickets. Students may earn 5 points
of extra credit for each week at 80% or higher. These can be added to any assignment (class work, quiz, test)
2. Classes that earn (as a whole) 100% positive behavior for a whole week will be given a special reward as determined by
the teacher.
Consequences -
Each student is given "3 strikes you're out" every week. This means that the students are allowed 2 negative points per
week with no consequences. However, as in baseball, once a student gets a 3rd negative point, I will contact the parent
and we will work out how we should address the issue- either with detention or some kind of intervention from home.
Students who cause major disruptions may be given silent lunch or told to stay with me during electives for a day. In a
case such as that, the parent will be contacted immediately. Students who earn more than 3 negative points during the
week, are a major disruption, and have not responded to the interventions placed by the teacher/parents will be written up
and sent to the office. This should result in fewer office referrals as it means the students will have been given the chance
to redirect themselves first before it turns into a write up.
Access Class Dojo at home: Parent and student access codes will be given out for each parent and student to be able to
sign up and view at home their Dojo points and behaviors. Students will also be able to change their monster avatars using
their access codes. Parents can send in their email address to receive a Dojo behavior report every Friday. Many have
found that this is an easy way to stay involved in your child’s behavior during Social Studies class.
Website: http://www.classdojo.com/
2. Example of a grade level behavior strategy
8th
Grade Proposal for Motivational Incentive for Behavior
Observations:Apathy among a small, but growing percentage of our students is very evident. These students
are not motivated to work, complete assignments or stay attentive in class. This results in students making poor
decisions and not using self-control concerning behavior. We have also noticed an increase in students not
complying with the dress code policy.
Implementation: The 8th
grade teachers would like to implement an incentive to be given to our students
who follow the guidelines of our behavior/academic rubric from Monday to Friday of each week. This rubric
will be posted in all 8th
grade classrooms. We are open to extending this to the elective teachers to add their
input regarding grades and behavior as this may help in their classes as well.
We would like to allow those students who qualify to go outside with strict supervision from 2:10-2:30
on Friday of each week. We may also provide a small snack such as a candy bar, ice cream sandwich or
something of that nature once analyzing our resources. In the event we provide a snack, we will be prepared
with trash bags to collect all trash and students will be brought back into the building to be seated in their
classrooms by the 2:30 announcements.
Students who do not qualify will stay back with an 8th
grade teacher in one classroom and will be provided
with an alternative assignment specific to the subject area the student may be weakest in. This will give the
student another opportunity to raise his/her average. Students staying back specifically for behavior will be
given a writing assignment to reflect on his/her behavior. This assignment may also be used as a tool to raise
his/her average at the discretion of the teacher.
Predicted Outcome: All students will be motivated to show a better work ethic and adhere to the rigor that is
taught in our lessons. They will also be motivated to make better choices when it comes to behavior, show
respect, and follow our PBIS matrix. This should result in lower behavior infractions and higher achievement
in all core subject areas.
8th
Grade Behavior/Academic Rubric
My goal is to:
Come to class prepared.
Stay attentive in class and take pride in my work.
Maintain at least an 80 average in all core subject areas.
Complete all of my assignments, make-up work and homework on time.
Follow classroom and school-wide rules at all times.
No disciplinary referrals
Stay in compliance with the higher standard dress code policy.
3. Behavior Contract
I,_______________________, agree to make the following positive behavior changes:
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________
When I successfully complete this contract, I will be rewarded by:
_____________________________________________________________________________
_____________________
If I don’t make the appropriate changes, I will have this consequence:
__________________________________________________
We will review my contract on this date: __________________
Child signature:_______________________ Date: _________
Parent signature: ______________________ Date: _________
4. Personal tips for effective classroom management
1. Find out who you are as a person; find your strengths, weaknesses, and how your chemistry works with
others
2. Pay attention at all times
3. Keep your word
4. Be excited about teaching what you teach
5. Study leadership and be a leader
6. Accept responsibility for everything that happens in your classroom, whether good or bad
7. Assume the role of a captain of your classroom and be in control at all times
Student and parent relationship tips for effective classroom management
1. Improve students’ self-concept
2. Greet them at the doorway before they enter the classroom, use handshakes, high fives, nicknames,
whatever
3. Joke around with you students, but have a way to get them back on task
4. LOVE! If we authentically show students that we are dedicated to loving them, believing in them-they
will allow us to teach them
5. Authentic honor, respect, and admiration goes the distance when you want students to engage deeply
in learning
6. You have to reach them before you can attempt to teach them
7. Get to know them really fast; names in less than a week, absolutely
8. Assign “math autobiographies” (or whatever) early, and learn more about them
9. Share control where there are choices that control the environment, and where there really is a choice,
give the kids that control (Which game will we play today if we finish fast? Would you like to take the quiz
now, or go over homework first? Do you want sparkly stickers or smelly stickers?)
10. Kids get told what to do all the time; make your classroom a place where they get to make some
decisions
11. Try to make a personal connection with each child — find out what their interests and activities are; if
you know they have a game coming up, wish them luck, or ask how it went the next day
12. Share (limited) personal information with them; this helps to establish a connection with the students
13. Speak to students with respect, even when they are not acting respectfully toward you
14. Praise! Praise! Praise! But make it specific — instead of saying, “You guys were so good at the
assembly!” tell them you’re so happy they all stayed flat on their bottoms and listened quietly to the
speaker
15. Stop whatever you are doing whenever you see something remarkable happening in the classroom
and point it out
16. Do not try to make the kids like you; as you make them behave, they will like you
17. Do not give in to every request, “This isn’t Burger King, you don’t have it your way all the time”
18. Give in to some requests when it is educationally appropriate, “Fine, this is Burger King, have it your
way”
19. Do not be afraid to ask parents for help in the classroom or with events
20. Keep parents informed about what is going on in your classroom (I first set up an email list, then
turned it into a blog with email subscriptions)
Organization and teaching tips for effective classroom management
1. Keep impeccable records. Pamela wrote about this in great detail
2. The students need to be working on something constructive and meaningful from bell to bell
3. Follow a regular structure; this will also help students know what to expect; establish a weekly routine
like Jeremy Aldrich
4. To keep focus, you need to break focus, never expect half an hour of silent attention to anything if you
are lecturing, interrupt yourself (with jokes, stories, off-topic nonsense, discussion of what is happening
5. elsewhere in school, random knowledge, etc.); plan a variety of work, so that they will need to take out
notebooks, or put them away, or move desks, or stop writing and start talking
5. Focus on what needs to actually get done; never walk into a class thinking “we’ll see how far we get”
— have a target, reach it, and the other time, to the extent that it exists, is used to build a class that kids
are comfortable in, that they look forward to coming to each day
6. Teach students — even the youngest ones — to be responsible for their own learning; let them know
that you expect them to use their class time for learning
Behavior and rules tips for effective classroom management
1. On the first day, give kids really easy things to do, like raise your hand if your last name begins with “G”
and sit in assigned seats. have them fill in basic info cards, stand them up, sit them down, get them used
to following directions and doing what they are told
2. Whatever your rules, make them clear, keep them concise, keep them consistent, keep them fair
3. Make your expectations (for both behavior and learning) high and very clear and reinforce them
regularly (relentlessly pursue classroom management)
4. Don’t make threats you won’t follow through on; actions speak louder than words
5. Set the boundaries fairly close at first, then relax them later, once you’ve gotten to know each other
6. If you have the kids seated in table arrangements, give tally marks to tables for doing the right thing —
i.e. being the first to have all members with homework turned in or with book open to the right page,
etc.; this speeds up transitions immensely
7. Use behavior contracts
8. Stay mobile; as they work, pace the room and watch for signs of confusion or distraction
9. Gently tap off-task students on the shoulder
10. Spot check what they are supposed to be working on
11. I establish as few rules as possible, and then jealously enforce the ones I have — too many rules mean
too many things you have to track
12. Overexplain — ALWAYS review your expectations and go through the “What if?” scenario list before
assemblies, field trips, guest speakers, substitutes, etc., no matter how many times you’ve discussed it
before
13. Find ways to correct students with as little distraction to your lesson as possible; develop “the look“
14. Use silence or whispering to your advantage — students are uncomfortable with unexpected silence;
there will always be a few students who don’t immediately look up when you stop talking, so other
students will start nudging them and pointing for them to pay attention, when all eyes are back on you,
ask, “Are we ready to continue?” with an “I’m not very amused” look on your face
15. Catch the students doing something right; if that doesn’t happen, lower your expectations for what
they should do, and find someone who exceeds the expectations
16. Do not be afraid to make kids call their parents and explain their misbehaviors during class; it’s
amazing how much that fear of being found out does to your overall class behavior
17. Don’t yell — or at least do it VERY sparingly and know that it will carry a lot more weight if and when
you do; for example, saying “Don’t take that tone with me” to a disrespectful student will often escalate
the situation