Monday Motivator #17 2023-24

 

Not Every Student Looks Forward to Winter Break
How to recognize them and ways to help

One year, during the weeks leading up to the winter break, I asked my students to write about what they planned to do during their time off. Most wrote things like, “see my cousins,” “get a new gaming system,” and “go skiing.” However, one of my students turned in a blank piece of paper with just his name on it. When I asked him why he didn’t write anything, he reluctantly told me that he wasn’t excited for the break. He said all winter break meant to him was two weeks at home alone while his mother was passed out on the couch. No tree. No family dinners. Not even any presents.
It was in this moment that I realized not all students look forward to these extended breaks from school. While most kids (and teachers!) flee from school gleefully on the last day, many students like this one dread the break from school. They miss the structure of the school day, the stability of the classroom, the presence of friends, the food in the cafeteria, and the love their teachers give them.
Although we cannot change our students’ home circumstances, there are ways teachers can help their students in the weeks leading up to and during the winter break. None of these ideas take a ton of time or money, but they may help ease the stress for some of your students.

Be aware of how you talk about winter break
Of course, you can and should talk about the holidays with your students and invest in their excitement. However, be sensitive about what you say. Asking questions to the whole class like, “Who’s excited for break?” and “What are you going to get for Christmas/Hanukkah?” doesn’t apply to all students. Maybe instead ask, “What are your plans for the break?” or even challenge them with, “What is one way you can help someone in the next couple of weeks?”

Be a listening ear
This time of year, more than any other, is when students in my class act out the most. For some, it’s end-of-semester restlessness, but for others it is anxiety over the upcoming break. As teachers, we can pay close attention to behavior that is out of character and check in with those students individually. Have a conversation with that student who is more hyper than usual. Ask that student who keeps falling asleep how they’re really doing. Give those kids a chance to vent, and then let them know you care about them. One of the best things teachers can do for their students during this season (and all other times of the year) is to listen.

Connect students with resources when possible
There are so many coat, toy, and food drives happening during the holiday season, but students may need someone to connect them with these efforts. If you’re concerned about a student’s food security or lack of winter gear or presents, speak with your school’s guidance counselor about opportunities that might already be happening in your school or community. Avoid giving students individual gifts, even if it’s a well-intended winter coat, without speaking to school administrators and the student’s family first.

Give students an opportunity to serve
No matter what one’s circumstances are, everyone has the ability to serve others. And for most, the act of giving brings joy in return. How can your class serve together this holiday season? Could you perform acts of kindness for one another or write thank-you letters to military members stationed overseas? One of the best ways to participate in the holidays is through service, and teachers can orchestrate these opportunities for all of their students.

Brainstorm a winter break to-do list with students
Disclaimer: I’m not talking about homework here. Instead, ask students to contribute ideas of fun, simple ways they like to spend time over break, whether that is diving into a favorite book series, working on an art project, or spending more time outdoors. List their ideas on a poster or doc and let your students inspire each other. Check in with the students you’re worried about and send them home with resources to keep them busy, like library books, art supplies, etc.

Connect with students in little ways over the break
Once you identify students who are dreading the holiday, write down their names and make a point to check in with them over the break. Shoot a quick email sometime during the week to let them know that they are on your mind. Or better yet, go old school and mail them a beautiful holiday card. It does not have to be lengthy, just a personal message reminding them that they are important to you. The message that you care enough to connect with them during your time off will have more power than you know.
Enjoy this season and all the festivities that come with it. Just keep in mind that many students may not. And you, as their teacher, have a special opportunity to let them know you care.

https://www.weareteachers.com/supporting-students-winter-break/

Monday Motivator #16 2023-24

What Kenny Taught Me

A language arts classroom can be a difficult place for young learners who struggle to sit quietly. Tradition tells us that in a school setting, reading and writing requires focus, stillness, and calm. Students should noiselessly be taking in knowledge by reading and understanding words, churning out paragraphs, keeping with the rituals and habits of learning to read and write.
As a young teacher years ago, I learned this does not always work.
My second year as a language arts teacher, I had a student who challenged everything I knew and expected about how students should act in class. Kenny showed up on my sixth-period roster. On the first day of school, I knew he would be trouble. He bounded into the room and headed straight to the back row of seats, hurling his binder on the desk and fairly jumping into the attached chair. He had bright red hair and a face smothered in freckles. He wore baggy, sagging jeans and a T-shirt that read “I’m Kind of a Big Deal.” He bubbled over with energy. His legs jiggled nonstop, and his arms crossed and uncrossed constantly. He had bright eyes that constantly roved the room, looking for something to use as a distraction, trying to find a way to be a rascal.
Kenny infuriated me. I wanted him to sit still. I wanted him to stay in his seat, keep his folders neat, and wait to be called upon. His constant shout-outs distracted me and my other students. He seemed to have no control over his body and was oblivious to any expectation of structure or stillness. He didn’t respond to any of my frustrated pleas for him to stop.
Independent work during workshop time was the worst. While other students quietly read or discussed their writing, he would literally fall out of his seat spontaneously, or jam into a classmate’s desk on his way to the pencil sharpener. Random objects fell out of his binder and onto the floor. His binder seemed to spew crumpled, ragged papers. He lost things.
I couldn’t blame him. I, too, was lost.
I had no idea how to manage him. I grew to dread sixth period. He wasn’t mean or sneaky—he just couldn’t stop jiggling. I tried scolding. I tried yelling. I sent him out to the hallway, then to the guidance counselor, then to the principal. I gave him detentions. I called his parents. I made him eat his lunch alone in the corner of my classroom. I wrote up behavior plans. I tried to “catch him being good.” I bribed him—candy, a homework pass, the promise of a pizza party if he could get through a class without needing redirection.
Nothing worked. He seemed to defy my every attempt to make him a model student.
I realized that the dread I felt each day came from a place of fear. I was scared of Kenny.
Since he was so unpredictable and impulsive, I knew I had no control over his classroom behaviors. I was scared I wouldn’t be able to teach him a single thing about reading and writing. The only way I felt comfortable as a teacher—and the way I judged my success—was if I looked out at my classroom and saw 25 seventh graders staring at me like quiet, sweet angels, or quietly reading at their desks, or bent silently over a neat piece of paper and churning out eloquent paragraphs.
But Kenny challenged all that. With him in my class, I felt like a complete failure as a teacher. A scared, uncomfortable, reluctant teacher.
There was only one thing to do. I would give up. I would greet him as he entered the room, and I would bid him a smiling goodbye as he left the class, but I would stop insisting that he stay in his seat and sit still. I would just let him do whatever his body wanted. He could stand up and wander around willy-nilly; he could crouch in the corner to do his reading if he chose; he could go to the pencil sharpener, or the trash can, or my desk, or over to the windows whenever he wanted. I would just keep on with my teaching.
At the beginning of class on a cold November afternoon, I called Kenny to my desk and told him I was going to stop scolding him. “Do what you need to do,” I said. “I’m just going to keep teaching. Okay?”
He stared at me, flabbergasted. He had no idea how to respond. He thought a moment, then said, “Really? I’m not going to get in trouble anymore?”
“That’s right,” I said, shrugging. “We’ll see if it works.” I lifted my hand, and he gave me a wary high five.
I rose from my desk and went to the front of the room to tell the rest of the class about my plan. “I’m not going to waste any more time being mad at Kenny,” I announced. “I am going to let him do whatever he wants. Okay?” They, too, just stared at me. They all knew Kenny well; over the years, they had watched teacher after teacher try to cope with him. They already knew how to tune him out—they just couldn’t believe I was going to do it, too.
Lo and behold, Kenny transformed himself.
He didn’t wander about as I thought he would. It was evident he was able to focus better on his reading and writing. He did spend most of class standing, but he stayed close to his desk. As he read, he held his book in splayed hands and shifted from one foot to the other, quiet and immersed. Occasionally he did swirl into his seat, but he soon stood again. When the class did their writing, he leaned over his desk with his hips swaying back and forth. For the first time all year, he was focused. He raised his hand and shared insightful thinking about our reading and offered fantastic ideas for writing prompts. I was thrilled to discover how funny, intelligent, and dear he was. I was delighted to find how much I really, really liked him.
Over the years, my Kenny experience has never truly left my mind—he taught me what really matters in the classroom. It’s not how quiet and orderly the room is; instead, the only thing that matters is that students learn. And they all learn so differently, it’s impossible to expect them all to conform.
Because of Kenny, I changed everything about myself as a teacher. My desks were no longer in tight, straight rows—they were clustered and scattered. Students were free to move about. If they needed to jiggle and move, that was just fine. My classroom became less organized—but far more relaxed. The paradox was striking: As I unwound and let my classroom become less rigid, we all grew more motivated, comfortable, and successful. I was more effective as a teacher, and my students were more effective learners.
In the process, I realized I am a lot like Kenny. I learn better if I can move. I have always bounced out of bed in the morning well before the sun and don’t stop moving until I collapse, exhausted, into my bed at night. At work, I can’t pay attention longer than a few minutes if I can’t shift about or adjust how I’m sitting. If I’m forced to sit still for a few hours, I have to remind myself not to shake and jiggle. In professional meetings, I’ve learned to be quick to offer to be the one to take notes, or capture the group’s thinking on chart paper, or “report out” for the group. Just like Kenny, I need an outlet for the restlessness that never goes away.
I also realize how much I am like Kenny as a reader and writer. I can read and write silently and be still for a while, but then I need to get up to move. I get a glass of water. I call a friend. I unload the dishwasher or fold the laundry. For some reason, it refreshes and refocuses me.
I am grateful to Kenny for teaching me to just let it be—and for helping me understand that a lot of people, myself included, can succeed if they are given the freedom to move as they learn.
Postscript for those who wonder: No, Kenny never came back and thanked me. I have not seen him since he jiggled his way into my heart from the back row of my classroom. But I don’t need to connect with him: I know I was a teacher who understood him, and he was a learner who understood me. It’s me who needs to thank him—and thank him profusely, for what he taught me.
https://choiceliteracy.com/article/december-8-2023-curiosity/

Monday Motivator #15 2023-24

 

The Power of Morning Greetings for Students [Updated]

• Posted Byby Zaraki Kenpachi 
 
• 6 Months Ago 
 
•  
  

In an age where educators are striving to create an enriching academic environment, the focus often shifts to modern pedagogies, innovative teaching methodologies, and the use of technology in classrooms. While these elements are undeniably vital, it’s essential not to overlook the basic principles of human interaction that can significantly impact students’ learning experiences. One such practice is the morning greetings ritual.

Over the years, this customary routine has evolved into an effective pedagogical tool, influencing classroom dynamics positively. Rooted in the simple act of acknowledging each student at the start of the day, morning greetings set the tone for a constructive and supportive learning environment. This routine extends far beyond a mere hello; it is a powerful method to establish a positive classroom culture, foster students’ social skills, and create a sense of belonging.
While its implementation may seem straightforward, the layers of benefits that morning greetings offer require careful examination. This comprehensive guide aims to shed light on the importance of this often underappreciated routine, offering insights backed by academic research, anecdotal evidence, practical strategies, and testimonials from educators worldwide.

Expanding the Repertoire: Ten Engaging Morning Greetings for Students

Every classroom is unique, with different age groups, personality types, and cultural backgrounds. Therefore, diversifying the morning greetings to cater to these differences can significantly enhance their effectiveness. Here are ten creative ways to conduct morning greetings:
Handshake and Personal Compliment: This method goes beyond a traditional handshake. Complimenting students individually while greeting them fosters self-esteem and promotes respect and kindness. It’s an opportunity to highlight their uniqueness and show them that they’re valued as individuals.
High Five: A high five greeting introduces an element of fun and physical interaction, allowing students to start their day on an energetic note. It’s particularly beneficial for those who may not be morning people, injecting a sense of enthusiasm.
Fist Bump: This greeting type, often deemed cool by students, can serve as an effective ice breaker. The casual nature of a fist bump fosters an environment of comfort and familiarity, making students feel more at ease.
Hula Hoop Pass: This group greeting activity involves passing a hula hoop around the circle without breaking the chain of hands. It encourages teamwork, cooperation, and creates a sense of togetherness, laying the foundation for a collaborative learning environment.
‘Good Morning’ in Different Languages: Greeting students in various languages broadens their cultural understanding and global awareness. It promotes an inclusive classroom environment, sparking curiosity about different cultures and languages.
Thumbs-Up Greeting: A simple thumbs-up promotes a positive mindset, boosts morale, and encourages students to start their day on a positive note.
Classroom Wave: This greeting method infuses the classroom with energy, unifying the students, and serving as an effective wake-up call for those still transitioning from sleep to school mode.
Name Rhyme Greeting: This technique involves creating a simple rhyme with each student’s name, making the greeting fun and easing any morning tension or anxiety.
Weather Report Greeting: In this greeting, each student shares their “inner weather” or how they’re feeling that particular morning. This exercise promotes emotional awareness and empathy among students.
Dance Move Greeting: Each student can greet the class by showing a favorite dance move. This greeting encourages self-expression, creativity, and brings a high energy level to the classroom.

A Deep Dive into the Impact of Morning Greetings on Classroom Dynamics

Morning greetings have a profound impact on classroom dynamics. A study conducted by Brown University reveals that students in classrooms where morning greetings are practiced tend to display better social skills, show increased participation in classroom activities, and exhibit enhanced academic performance. These benefits are seen across different age groups and socio-cultural backgrounds, pointing towards the universal effectiveness of this practice.
Morning greetings create a safe and welcoming learning environment. When each student is greeted individually, they feel recognized and valued. This acknowledgment can significantly boost students’ self-esteem, making them more confident learners.
Moreover, these greetings provide students with a consistent, predictable start to their school day, which can be particularly beneficial for students who may have unstable home environments. The security of knowing what to expect when they walk into the classroom can be comforting and reassuring.

Perspectives from Educators: The Transformative Power of Morning Greetings

Educators worldwide have shared how incorporating morning greetings in their classrooms has changed their teaching experience and enhanced their students’ learning. From handling initial hesitancy to witnessing a transformation in classroom dynamics, their experiences provide valuable insights and reaffirm the effectiveness of this practice.
Mrs. Jacobs, a third-grade teacher from Washington, D.C., shares, “The introduction of morning greetings in my class has been transformative. My students now look forward to starting their day, and the energy in my classroom has become more positive and collaborative.”
Mr. Silva, a high school teacher from São Paulo, Brazil, affirms, “The ritual of morning greetings helps break the ice, especially with teenagers who can be a bit reserved. It also offers a chance to connect with each student and to understand their emotional state, which is incredibly valuable.”

Conclusion: Harnessing the Power of a Warm Greeting to Start the Day

While morning greetings in the classroom might seem like a small gesture, the impact they can create is profound and far-reaching. This practice has the potential to transform the classroom environment, foster meaningful connections, and create a sense of belonging among students.
As educators embark on the journey of integrating morning greetings in their classrooms, they must remember that the ultimate goal is to create an atmosphere where each student feels acknowledged, valued, and excited to start their day. Whether it’s through a simple handshake, a personalized compliment, or a fun group activity, the potential of morning greetings is boundless and the results, incredibly rewarding.
Given the weight of evidence supporting the benefits of morning greetings, it’s an avenue worth exploring for any educator seeking to foster a more inclusive, supportive, and positive learning environment. The simplicity of its implementation combined with the depth of its impact makes it an indispensable tool in modern education.

• Https://Thedigiteachers.Com/Morning-Meeting-Greetings/