Is your administration pushing the use of exit tickets at your school? Even if they’re not, it’s something to consider. Running formative assessment during class requires preparation, management, and participation. But as with most things, having an easy daily routine can be a good way to work through some of those issues.

1. Find a web-based assessment resource that will export the data from your students’ answers into an Excel chart or some other useful format. Daily formative assessment is likely to fail if you are still the one stuck grading 30+ individual answers. If you’re in a 1:1 classroom, or if you have access to the computer lab, I’d recommend Kahoot. The great thing about this resource is that it somehow manages to be engaging and fun for every grade level. And it really is fun—try it with your colleagues at your next staff meeting and watch a room full of adults light up.
2. You can also use Socrative to issue short quizzes. This service also allows you to export data. Socrative takes just a few more minutes to set up than Kahoot does, but it offers a wider range of answering options (i.e. more than just multiple choice). Socrative even has templates and sample exit ticket questions already available for you to use.
3. If you have clickers (student response devices), you can plug a few questions into the clicker software each day and have your students follow the normal classroom procedures for using the clickers to answer. That data is stored in an exportable format too.
4. If you’re in a low-tech classroom, you can still have quizzes that are auto-graded. For instance, Mastery Connect—those guys who make the super-useful Common Core app—have a resource called the Bubble Sheet Scanner. Your students fill out a paper multiple-choice answer sheet. Then you hold their completed papers up to your computer’s camera, scan the papers, or download a free app for your iPad, and the software will automatically grade each quiz. Then all the data is still exportable to your grade book.

Give exit tickets a try to figure out where your students understand the curriculum and where they may be falling behind. It will help you intervene and remediate before it’s too late.

Thousands of classrooms across the country now have interactive whiteboards (IWBs) at the front of the room. Many teachers use these boards the same way they once used a pull-down screen and an overhead projector: to show transparencies and presentations. But the IWB can be so much more than that. Without much change in your classroom routine, you can use the IWB as a valuable tool for classroom management.

Controlling the IWB from the back of the room

It’s difficult to manage a classroom when your back is to your students. With a traditional chalkboard or whiteboard, you had no choice but to turn your back to the class while you wrote.

With an interactive whiteboard, there are apps that allow you to control your IWB from anywhere in the classroom. The champion in this area is Doceri. Doceri allows you to control your computer using an iPad. Hook your computer up to the IWB and control it remotely as you walk around the class.

In addition to simple controls, Doceri allows you to annotate over content on your computer. For example, if you want to model close reading of a website, you can underline, make notes, and highlight as needed. If you really want to write a lot on your iPad, it’s probably a good idea to invest in a stylus.

Use ClassDojo on the IWB

ClassDojo works great on the IWB. Project your class on the board and provide real time feedback on class behavior. It’s an easy way to run ClassDojo with only one computer and the IWB. And giving away points keeps individual students and small groups on task! Just make sure you have rewards ready (5-minute dance party, anyone?) for students who reach your benchmarks.

Using the IWB for small group time

The IWB isn’t reserved for whole class activities or presentations. If you have small groups of students rotating through activity stations around the room, try having one station be the IWB. You can create a self-paced activity in ActivInspire, have students annotate a text or fill in a graphic organizer, or work together to play a game or complete an online activity. Check out sites like PBS Kids, BrainPOP, or game directories to see what’s available. There’s probably something already created for your lesson.

How do you use the IWB for classroom management? Leave a comment and let us know!

Although it has been unintentional, I realize that my actions have led to families feeling disengaged from the school environment. This statement may cause some to be shocked, angry, or defensive — however, I believe it to be the truth (at least with regards to what I have experienced during my time as an educator).

Beginning as early as pre-school we start inviting families to come to school-based “meetings” to discuss behavior and academics. Instead of this experience being about working together for the student, I have noticed that these meetings often feel more like a lecture for the parent, as the school team members have typically met and dialogued before this meeting and appear very confident and clear on what it is they are about to tell this parent. If a student is considered “a behavior issue” or “low performing”, these meetings will likely take place with greater frequency, longer duration, more intensity, include more unknown acronyms, and quite possibly leave the parent feeling worse than they did pre-meeting. Unfortunately what began as a well-intentioned series of meetings from the school-team and a hopeful family needing assistance, over time, can result in a tired, frustrated and disengaged family.

It is now time for the student to enter high school, where he or she possibly requires a higher level of social, emotional, and academic support than his or her same-aged peers. The English teacher has concerns, attempts to call home, and the school team is shocked and can’t understand how those parents can be so unavailable to come in to a meeting with the school team?! I know that I have had those thoughts and even said those words more than once.

It is no longer acceptable for educators to say:

“The parents won’t come to a meeting.”

“I called three times, they clearly don’t care about supporting their child’s educational needs.”

“I would try and call, but it doesn’t matter. They won’t come anyway, and even if they do, nothing will change.”

I have realized that it is essential that as professionals, we stay at the table with our families and never stop trying to engage. It needs to be an unconditional process.

School, family, and community partnerships are critical to students’ academic, social, and emotional outcomes. These partnerships need to be nurtured. When we start working with a family, we don’t know what their own educational experiences have been. They could have been very negative, causing them to be hesitant to partner with educational entities. We also may not know their past experiences with their own children in school up to this point. If there is any information that we do have regarding this family, it is likely that it has been passed down by other school professionals, causing us to make assumptions without ever having personally listened to the parent’s story.

All parents want to see their students be socially competent, academically successful, and able to positively contribute to our society. If you see resistance from families in the engagement process with school entities, try and give them the benefit of the doubt that they ultimately do want what is best for their child. We have to actively work to engage our families and nurture strong partnerships for the benefit of our youth. This partnership is critical. Stay at the table and continue to engage.

Ideas to consider:

• Offer school materials in multiple languages to meet the demographic of your student/family population.
• Send home positive communication regularly — don’t wait for something bad to happen to chat with parents
• Offer to meet a family at a neutral site (i.e. coffee shop or library) to talk with them about school matters. This approach can take away negative feelings associated with the school, and may ultimately get them into the school building at a later point in time.
• Never stop trying to meet with a parent/family. Consider having meetings at times the family chooses, rather than the school team.
• Start a parent/family/community resource center. Allow there to be a safe place for these key stakeholders to come to school and receive information.
• Offer meetings quarterly for parents/families to learn about important school items/topics. Think of multiple opportunities/ways to invite parents/families to these events. Consider having dinner and childcare available to make it more likely that they can attend.
• Have a parent/family member on leadership teams throughout the building/district. Their voice is critical to our work.

Would love to hear your ideas for keeping parents engaged!

I went to a Catholic high school that had only become co-ed a few years before I attended. The boy to girl ratio was not yet balanced out, and the issue of gender bias became particularly evident in my 9th grade PE class when our teacher announced, “Boys will play football, girls can walk around the track and talk.” As a competitive gymnast, I wasn’t exactly thrilled to be told not to exert myself, and there were several boys who warmed the bench for the entire quarter having been dubbed too “unathletic” to participate. But no one complained because, as 14-year-olds, it was easier to just remain in our gender enclaves where we didn’t have to deal with each other, or even worse, consider identity issues. For younger students, it’s routine that they clump themselves together on playgrounds like penguins in the arctic, but this is all the more reason for teachers to aim for a more integrated classroom, uniting students rather than dividing.

Here are some ideas for how teachers can integrate and unify classrooms no matter what the gender ratios may be:

Establishing a unified classroom

It often takes a bit of effort to encourage students to feel comfortable working with classmates of the opposite sex. Consider setting up a boy-girl icebreaker activity early in the year that requires students to interview each other. Give boys opportunities to act as leaders in reading groups; give girls the same treatment when it comes to math. Demystify the gender divide by reading chapter books that feature boy-girl friendships: Bridge to Terabithia by Katherine Paterson is an excellent book, as is December Secrets by Patricia Giff.

Seating assignments

Some teachers opt for a “girl-boy-girl” seating arrangement, but this again sends the message that there is something oddball about boys and girls naturally working together. Instead, consider seating students according to personality or interests. Introverted students can be supported by a nearby extrovert. Quiet students can offer appropriate reminders to a chatty neighbor. Seat sports fans near artists and gamers—everyone is sure to learn something new. Celebrating diversity can help facilitate conversation, cooperation, and friendship amongst many groups of students—not just boys and girls.

Classroom arrangement

Pay attention to those areas in your classroom with single-sex groups tend to congregate. The art table, the fish tank, science materials, Bosu ball, computer and iPad stations, and makerspaces are all areas that have the potential to divide and conquer. Consider moving stations, and encouraging students to share and rotate groups. Jigsaw activities, where student-experts present information to another group, are a great way to pique new interests and integrate groups. Finally, consider setting up stations so that they include gender-neutral materials; art stations don’t have to be all glitter and heart stickers, and building stations can easily include blocks and sets that don’t discourage girls from handling them.

Consider your own attitude

How often do we hear teachers saying, “Good morning boys and girls”? A simple change to, “Good morning class” sets the tone for unity. Consider how you treat a sensitive boy. Do you comfort him when he’s upset, or do expect that he learn how to handle his emotions on his own? When working with a take-charge girl, do you discourage her? Expect that she learn how to stop being so “bossy”? Do you give more attention to a compliant girl than to an energetic boy? Finally, remember to use gender neutral language and avoid generalizations. Always encourage students to do the same, and they will begin to follow your lead.

Have you ever attended an EdCamp? If the answer is no, you are missing out. On what you might ask? An innovative, sharing-based day of learning that will forever change your view on professional development. Typically held on Saturdays, educators meet up at a particular location and either present or attend sessions that focus on best practices in education. My first experience with this new type of professional development was in the summer of 2012 at EdCamp Leadership. It forever changed my view on how educators, including myself, should learn and share.

The first EdCamp ever held was in Philadelphia about five years ago. Fast forward to 2014 and there are hundreds taking place around the globe. The great thing about EdCamps is that they are free. Most EdCamps require participants to sign up in advance on their website just so they can get an accurate head count. After that, you simply show up, sign in, fill out your name badge, and make your way to the session board. What is the session board you might ask? It is a “living document” of sorts where attendees can take a peek at what sessions they could possibly attend. It’s important to remember that participants do not pre register for sessions at an EdCamp. You can attend any session you want. Also, if you have a sudden urge to hold a discussion on something you are passionate about, simply put your name and topic on a sticky note and place it on the session board.

Attending an EdCamp is a phenomenal experience. After the opening remarks and a bite to eat for breakfast, attendees can participate in sessions that spark their interest. What happens when you are sitting in a session that is not applicable to you as an educator? Simply stand up, walk out, and attend a session that is more suitable to your needs. I know, it seems awkward, it is actually something that makes the EdCamp experience special. For years educators, including myself, have attended educational conference sessions that are boring or irrelevant. And what do we do? We sit there for hours and leave the conference unfulfilled. As a response to this issue, EdCamps encourage participants to vote with their feet.

Typically, after attending 4 or 5 sessions and networking with many wonderful educators, participants get to experience a smack-down session. For about 30 minutes participants get up in front of the audience and share a best practice web tool that can be integrated in the school setting. Each person has about 90 seconds to present their resource and quickly explain it’s usefulness. As this is going on, one of the EdCamp organizers archives the resources shared on a spreadsheet that will ultimately be shared for all to enjoy. Door prizes and other educational goodies are also given out to bring the experience to a close.

The EdCamp experience is changing the educational landscape for the better — enabling teachers to collaborate by quickly sharing ideas across schools and districts. EdCamps are happening everywhere and provide educators with an experience that will last a lifetime. The people you meet, the resources shared, and the collaboration that takes place is memorable. I encourage other educators to find an EdCamp located near them and get involved!

Most of us are probably holding on to some super-fun activity that our students just love. Maybe it’s one that we’ve spent three years tweaking. As these new educational shifts encourage us to reflect on our practice we might start to think that perhaps the ratio of class time spent on an activity is not proportionate to student learning. Maybe the activity is actually more “hands-on” than “minds-on”. We may argue with ourselves that the activity is worth it when deep down we are questioning whether or not it is. Change is tough. We may say to ourselves that we’re smart, and it’s not like our intelligence is measured by our ability to change, or anything.

Except for the fact that a guy named Einstein once said, “Our intelligence is measured by our ability to change.”

Okay, so Einstein would probably say that we should adapt to the great many changes in the coming school year. But there are so many new standards, reforms, initiatives, and check-lists for teacher accountability, where do we start?

1. Embrace the changes and make it obvious

I’ve encountered some teachers who have fundamental disagreements with the changes occurring. I get it, especially if you’ve been teaching for a while. However, I would encourage all teachers to focus on the heart of the changes: more students learning more key information. Push through these changes with a positive attitude because students pick up on negativity. If they hear you bad-mouthing the new initiatives, they will be less bought-in and ultimately make your job more difficult. Find parts of the changes that you think are beneficial and share your enthusiasm with the students!

2. Get cozy with other content teachers

It can be easy for me to stay in my English teacher comfort zone, and I highly recommend designated planning time with same-content teachers. However, if we are trying to prepare students for the real world, we need to show them that all knowledge is interconnected. I might swing by the Social Studies teachers’ rooms and tell them we’re working on compound sentences. They promise to at least mention it in their classroom (ex. “I want your response to include two compound sentences”), and they’ll usually give me a nugget of information that I can mention in mine.

Posters work, too. In my English Classroom, I have the Standards for Math Practices on a poster, and we try to reflect on these at the end of class. This was confusing for the kids at first. I heard a lot of “Um, isn’t this an ENGLISH class?” Telling them that yes, it is, and yes, these practices are important for English shows that they are worth knowing.

Tip: Share what you’re doing on a Google Doc or weekly email. This is an easy way for teachers to support each other and share information freely.

3. Set high expectations

Treating your students like they’re at the next level by telling a kindergarten class, “today we’re going to be doing 1st grade work,” or a 10th grade English class, “some of my seniors are writing this type of essay, and I think you guys can handle it,” will create intrinsic buy-in and send a message that you expect only the best. Don’t pacify wrong answers with “Hm, well, you’re almost there, Trisha.” Tell Trisha that she is incorrect but that you want her to get the answer right, and then have her repeat the right answer. Call on students who aren’t raising their hands. Greet your students with a hand-shake. Use instructional technology to engage them with differentiated, high-level content that is complicated and interesting to them. Assign authentic projects that hit twelve objectives in a single bound but have to do with real-life.

4. Print out your standards and use it as a checklist

Student learning is the ultimate goal, and the standards are a road-map to student achievement on the part of their path that is our classroom. I’ve seen great teachers at my school who have printed it out and posted the CCSS on the wall of their room. Some even have a student put a tally-mark next to each standard as the students complete some sort of assessment (not necessarily paper/pencil test) on it. What a great idea to show the students what they’re accomplishing! To get student buy-in, though, you have to have a positive attitude towards the standards, going back towards #1 on this list. If you’re excited, they’re excited!

Note: following and checking off the standards should not be looked at as a way to impede creativity. it’s an organized way of achieving the standards — this can be done in a variety of creative ways!

5. Involve the Community

At the beginning of the year, I send home a letter to my parents with an outline of our units and a brief survey of what they do professionally or who they know that might be willing to contribute to our classroom. You never know who could come in as a guest speaker, who works with a organization in need of solving a problem, who needs a Public Service Announcement written for their cause. If you find that no one has any real connections, inviting parents into the classroom for productions, lab displays, or as professional panel judges for presentations puts the pressure on students to do their best, can involve parents in the success of the child, and creates a support system that is not easily broken.

I’m sure there are plenty of other things that can be added to this list, and I’d love to hear your ideas below! What’s your plan for adapting to the upcoming changes this school year?

Technology is intended to make our lives easier in the classroom. However, there can be unforeseen consequences! From social media mishaps to students who won’t get off of their smartphones, here are some ways to cope with — and avoid — the pitfalls of popular technology.

1. Educate your students and yourself

As tech-savvy as students can be, I find they often lack the most basic common sense about digital citizenship. But that does not mean that they can’t learn! Common Sense Media, an independent, nonpartisan, nonprofit organization, offers lesson plans, units, and teaching tools for all grade levels regarding digital citizenship, including digital literacy. Teach your students how to be responsible technology users. This is not just a classroom skill but a life necessity!

2. Protect yourself

Be careful with social media. Even if your settings are private and your account is difficult to find, assume that anyone — including students, their parents, and administrators — can read what you’re posting. Many teachers have gotten into trouble because of their postings, and the media isn’t shy about reporting on these incidents. Be cautious, too, about your profile information on these sites, and the people whom you follow and follow you.

Do occasional searches of your name on Google and social media sites. You may find a past mistake come back to haunt you, and there may not be much you can do about it (though there is some advice here on what to do). You may also find identity theft. Several years ago, a Google search of my husband’s name revealed a fake profile on a social media site we had never even heard of. The profile picture was my husband, but it was a picture we don’t own. We contacted the site and had the profile removed.

Finally, should you find any evidence of bullying, threats, or illegal activity while on social media or hear of it from a student, you need to report it to the appropriate person in your building. In my class, Twitter in particular has been a source of student conflict. Although students know that public profiles are monitored, they still make unwise posts.

3. Make clear rules and consequences

From the first day of school, establish clear expectations, rules, and consequences regarding technology; then, consistently enforce them. Whatever rules you have, make sure your students fully understand them!

Plagiarism is another issue. I have a clear policy about plagiarism: it’s not tolerated at all. But I make sure that students understand what plagiarism is and teach them how to avoid it. Also, since I teach seniors, who must write a thesis paper as a graduation requirement, I use Turnitin.com. TurnItIn allows students to check their own work for plagiarism before the assignment is due, so it’s a learning tool as well.

4. Set a good example

If we don’t want our students on their phones during class time, we shouldn’t be on ours either. I keep my phone on vibrate and in an unobtrusive place. As the wife of a NYC firefighter and the mother of two small children, emergencies have happened. In those (fortunately rare) instances, I explain to my students why I need to use the phone. In turn, if a student has a genuine emergency, I’ll let him leave the room to use his phone. Students appreciate that I give them my full attention and thus, they are more likely to do so in return.

5. Schedule some technology free time

Sometimes the amount of technology surrounding us is overwhelming, and can even affect our health (carpal tunnel syndrome, eye strain, an obsession to beat a level on a game). Don’t bring your technology to bed (it can cause problems falling asleep).

And, every once in a while, it’s nice to be technology free. My family recently spent the weekend camping in Montauk. I begrudgingly left my laptop at home (I didn’t want it getting sandy or overheated in a tent or car). When we arrived, we discovered that our iPhones were useless, since there was little to no service. After the initial panic, I enjoyed it. So what if I couldn’t check my email, text, or tweet? I enjoyed simply being with my family in a beautiful setting that no device could rival.

It may seem obvious to most that keeping track of resources you’ve found online is helpful, but it took me a long time to realize that this was something I must do in order to prevent myself from reinventing the wheel every year. Sure, I have a file cabinet stuffed to the brim with handouts and things I’ve used over the years, and I sometimes I use it when I’m looking for a specific activity, but I usually hit the internet if I’m looking for something new to try.

There are endless ways you can organize yourself to keep track of things, but this is the system that works for me.

Step 1. Generate ideas

You will likely hit up the same sites for ideas on a regular basis. Bookmark them, or create a google doc with a list of your favorite sites. Pinterest is great for this. I frequent ReadWriteThink.org, PBS Learning, and Scholastic quite often so I have them all bookmarked. I use Pinterest more for collecting ideas I want to check out later (although it can turn into a huge time suck if you get caught up in all the cutesy stuff!)

Step 2. Save your resource or lesson for later

This can be as simple as punching holes in a print out and sticking it in a binder, or filing it away. But what if your lesson includes digital media? You should have a consistent method and system for keeping track of these resources that you have used and liked. You can also use Pinterest for this, if you have a specific board for each area of study, but I use it as more of an idea generation tool. For organizing resources, you can use a site like EduClipper, Evernote, or even a basic Google Doc. I have a Google Site where I keep links organized by subject, and it has worked quite well for me. Take the time to save what you like, you’ll thank yourself later. If someone gives you an idea, write it down, add it to your site as soon as possible. You will be so relieved that you already have a great video saved for teaching a particular standard, so you don’t have to scour the internet every year. Teachers spend so much time searching and vetting resources, it is worth the extra few minutes it takes to save something you may have spent hours finding. You may not always teach the same grade level, but there are events such as holidays that come up each year, regardless of your grade level. You won’t regret saving your materials even if you do switch grades.

Step 3. Be reflective

Every so often, go through your list of resources and delete the ones that have become irrelevant, or didn’t work out so well. You don’t want your list to end up like an over-stuffed file cabinet full of junk. Keep it fresh, and think about whether you will really use something again.

Communication starts with expectations. If you start the year with a strong, clear message about you, your classroom, and your expectations you can be on track for an incredible school year. Here are four suggestions that can get your year off to a great start.

1. Set up your mobile messaging group
ClassDojo Messenger is a web browser and mobile messaging service that will bridge the gap between home and school. ClassDojo Messenger allows you to not only send whole class broadcasts to parents, but also privately and securely message parents about individual students.

2. Record a video introduction
Introduce yourself to everyone via video. The goal should be to instill confidence and communicate your professionalism (as well as your 21st century skills.) If you have certain school supplies, communicate those as well with examples to show. If you want students to come to class prepared, even show them how to assemble their binder. Set expectations about the year. Not everyone will come to open house but many will watch your video.

Create a link to your video after you’ve uploaded it to YouTube or SchoolTube by using a link shortener like bit.ly or goo.gl. Use this link in your emails or letters home. You can also see how many people went to that link, which will help you decide if it is worth the time next year.

3. Create your email list of parents (and students)
While you may not have every email of every parent, if you can have some, prepare to send a message to your group. Use a service like Boomerang to schedule these messages now. For example, you can send a reminder the day you start preplanning that you’re at school and excited. You can go ahead and write that email now and schedule it to be sent on a certain day. Imagine the power of an email that says,
“It is 8:00 am on the first day of school for me this year and the first thing I thought about is my new students!”

4. Send a letter home to your students
Include information on signing up for ClassDojo Messenger, a link to your video, and mention the email list to your parents in a letter that you mail home. Mention any school supplies or other important procedures such as how to schedule a conference.

Set expectations for how you’ll communicate. If this is the only letter sent home for the year, emphasize how you will communicate: bookbags, email, text messages? Let parents know what to expect.

Whether you use these specific suggestions or adapt your own, you should have a plan. The first time families hear from you should be a positive experience where you demonstrate your professionalism, set expectations, and communicate clearly. This can set a positive tone for the whole year. Good luck and start well!

It’s that time of year again, back-to-school night is right around the corner! I know that parent involvement leads to student success, so how should I maximize the 20 minutes I have with parents to start the year off right? In the past, I’ve planned too much for back-to-school night. I always seemed to run out of time. Parents would be out the door before I even had a chance to go over my behavior management plan! This year is going to be different. I’m going to keep it short, sweet, and attempt to make better use of my time time.

Here’s my plan of attack:

1. Introduction! 1 minute

I plan to introduce myself and share a little background about myself. My hope is to come across approachable and passionate about helping their children succeed. My goal is to get parents on my side.

2. Give a BRIEF overview of what I have planned for the school year 3 minutes

I will inform parents of the general topics that will be covered in my class this year and any big projects I may need their help with down the line. However, parents get bored too — I will make sure to not go over every detail of my curriculum, that’s what a syllabus is for!

4. Go over behavior management plan: ClassDojo 5 minutes

Explain what ClassDojo is and how it will help develop positive behaviors in the classroom. Show parents what students’ avatars look like and what happens when students receive a positive or negative point. Explain how ClassDojo behaviors align with our school’s code of conduct.

5. Get parents on board! 5 minutes

We all know that parent involvement is directly correlated with student success. I plan on keeping parents in the know as much as possible through ClassDojo. At back-to-school night I will hand out parent codes so they can create a ClassDojo parent account. Here they can view behavior reports and communicate with me through ClassDojo Messenger.

6. Class “Wish List” 1 minute

Let’s be honest — teacher’s aren’t given much money to spend on school supplies. This is why I always show parents my “Wish List” at back-to-school night. This can include everything from glue sticks to construction paper. Anything you think you might need goes on the wish list!

7. Questions? 5 minutes

Leaving time at the end for questions is crucial. I want to make sure parents feel comfortable and excited about the year ahead. I’m hopeful that back-to-school night will give parents the information and tools necessary to stay as involved as possible in my class this year.

Fingers crossed! Here goes nothin’ 🙂