Last update: 3/19/2010

~~ I make powerpoint presentations that include common number and letter songs - things they can write from songs they're hearing. Irene Phaup.  Lake Pointe Elem., EMSISD, TX. 

~~ Write on the student desks using dry erase markers instead of handing out boards.  Monica Lopez, 3rd grade, Eagle Mtn - Saginaw, TX 

~~ I bought 2 colored Ping Pong paddles at the dollar store. Red side means no, green side means yes. Each child has one when I ask review questions and they flash the appropriate color at me. I can assess quickly who know what and who delays to see what others do. Very fun and effective. Darlene Rempel, Newell Christian School, Brooks, AB. 

~~ Use painters tape to section off your whiteboard. It's great for graphing in math. No name, workshop participant, Eagle Mtn., TX.

~~ Pair up with a teacher at your local college and let your students present their research and projects to their college classes. Workshop participant, Burley, ID 

~~ To help all members of our community see our high school as an asset, even if they don't have children in the system, we post our "help hotline" phone number in the newspaper.  Anyone needing help can call and we pair them up with one of our students needing community service hours. R. Wilson, Skowhegan, ME.

~~ Use dollar-store plastic tablecloths to back bulletin boards. They are cheap, brightly colored and don't fade.  Darlene Rempel, Medicine Hat Christian School, Brooks, AB..  

~~ Keep substitute lesson plans per area of study to use in case of emergency.  Keep in a hanging file for convenience. no name, Highland Middle School, TX.

~~ Use a can opener to cut off the top of a Diet Pepsi can. The heavy weighted bottom of the can now makes this a good pencil holder. Student tip from Souhegan HS, Amherst, NH.   

~~ My math program is very "hands on" so I take pictures of the students engaged in the learning task and print them off.  Each student then glues it in their Math Learning Journal and writes / draws a reflection about what they learned.  Carlie Fisher, Lethbridge, AB.

~~ I write antonyms (hot/cold) on milk jug lids.  When I need to assign partners for a math game, I hand them out and the students quietly find their match. (I found this idea in Mailbox magazine.) Ryan Alston, Cardston Elem, Alberta.

~~ For reluctant, or poor readers - have a cloth book bag hung on the back of their desk chair filled with appropriate leveled books.  During quiet reading time instead of getting up and down going for a new book they can't read, they go to the book bag and find an interesting book they can read.  Rhoda Trehearne, Lethbridge, Alberta.

~~ Spray glue bottle lids with Pam spray - no more stuck lids. M. Tittle, Kindergarten, Eagle Mtn. Elem.

~~ Use sticky note to have students write down one concept he/she learned during class.  Students post sticky note on door frame as he/she exits class.  Waine Bourgeois, Eagle-Mtn., Saginaw ISD.

~~ When teaching w/ lab tables (or group tables): Use a laminated folder with the table number to have students turn in work. Pass work back out with the folder too. Tammy McCown, Prairie Vista Middle, Ft. Worth, TX.

~~ Use a hanging clothes rack as a chart hanger. (You can find them at Walmart / Target for about $15). No name, Eagle Mt. Saginaw School, TX.

~~ To help combat the "code of silence" with adolescents, install a small mailbox outside your school psychologist's office marked "Someone Needs Help". Allow students to drop anonymous notes regarding problems and issues that may need adult intervention. Help students see the difference between snitching and seeking help.

~~ Keep spare, clean "hoodies" in your elementary classroom for kids who may have forgotten a coat today.

~~ Once a week require (or provide class time for)  a tutorial.  These are small group study session similar to college where students discuss what was covered in the lecture using their notes. Students can select their own groups - you may or may not assign a monitor.  Paul Yanchus, HS., Tuktoyaktuk, NWT, Canada.

~~ Provide small cubbies in the faculty bathroom - one for each teacher.  Here teachers can leave personal and grooming materials. - seen at Samuel Hearne Secondary, Inuvik, NWT. 

~~ I give each of my students a large token - one side is green, one side is red - just like you get at the steakhouses. I usually just glue two pieces of colored construction paper together. If my students are doing fine, they leave their cards on the green side. If they get stuck, or just need a little assistance, they simply switch to red or quietly flash the red to me. It's a great way for me to monitor who needs help. Andrea W., LTPS

~~ Use a shoe organizer on the door for extra supplies. (no name) workshop participant, Coolidge School, 3rd gr., Lansing, IL.  

~~ Put a tray by the door with the worksheet or handouts that students will need that class period.  They pick it up as they come in.  M. Sitter, Polson HS, MT.

~~ Make a point of making fun of yourself every so often and never make fun of a student unless they make fun of themselves in front of you.  Humor is crucial.  Your students are more sensitive than you are, model that and respect it.  Kristina Peterson, Two Eagle River School, MT.

~~ When preparing for an exam, I have all students make up their own 10-question tests over the material for homework. They then spend a day quizzing each other using their self-made tests and turn them in. The "official test" then is one I make up using a variety of the students' own questions. Tom Garrison, Jesuit College-prep, Dallas, TX.

~~ In my elementary music classes, I use teddy bears to encourage students to volunteer to read during sight-reading from the board. I toss a stuffed bear to the students who volunteer. Lots of students now volunteer to read as they love catching the teddy bears. Isabelle Metwalli, The Study School, Westmount, Quebec.

~~ Kids have laminated name cards on their desk.  They put them on the teacher's desk when they need 1-1 attention.  The teacher can call them up in the order they appear on the desk.  These same name cards can be hung on a hook at the board when the child "checks out" to the bathroom. No asking is needed.  No name, workshop participant, The Study School, Montreal, QC. 

~~ Upon returning from lunch, give the students 2 minutes to talk to each other before going into routine.  This helps to get out that "goofy" energy before settling down and focusing on the lesson.  Use this time to take roll, set out bell work, etc. Kayla Pearce, Watson Learning Ctr, TX.

~~ Do (physical) exercises while learning and practicing new spelling words.  Ha Dinh, Parkview Elementary, Ft. Worth, TX.

~~ As a "C Layer" assignment option - offer a "secretary" position.  This means that the student can type, proofread, copyedit, etc another student's assignment.  Not only does this help those students with learning challenges, it benefits the "secretary" as they learn from proofing the other assignment.  I limit each student to no more than 2 secretary jobs per unit.

~~ I start each day by visualizing the classroom culture that I want to achieve.  Valerie Holland, East York Collegiate, Toronto, ON 

~~ Keep a large bin up front and toss in pens and pencils you find in the hall or in the room.  It takes ten seconds for students to borrow one from the bin, and ten minutes for "find" one in their locker.  M Aubin, WD Cute Jr Hi, St. Albert, Alberta.

~~ Paper Clip Reward - Each hour that we have no rule infractions, we add a paper clip to the "chain".  When the chain reaches the blackboard ledge, we have a celebration / reward of some sort. Victoria Park, Toronto, Ontario.

~~ Place a sticky-note throughout your planner as an occasional reminder to include various learning styles, so you can include an activity in the lesson to reach a learning style you may not put in a while.  No name, (workshop participant) Allegan HS, MI.

~~ Use cash register receipt paper for a time line.  Amanda Stark, Driscoll MS, San Antonio  TX.

~~ New vocabulary, math facts, etc become the "name" of the student for that week.  I call on them by their definition or fact answer. I post this all on an index card they can keep with the fact.  Amanda Stark, Discoll MS, San Antonio, TX.

~~ Use dry-erase markers on the computer screen (glass screens) for online math games.  Students think it's fun!  No name, workshop participant, San Antonio.

~~ Post a "Good News" bulletin in your classroom.  Collect good news from students about positive things happening in their lives  and add to the board.  (e.g.: "I got a summer job" or "I performed at a Poetry Jam")  It's a great activity to do in advisory or homeroom classes and a good way to find out what is going on in the kids' lives.  Carol Tureski, International High School @ LaGuardia CC, NYC. 

~~ To keep students away from endless time at the pencil sharpener (and the noise!): Keep 2 cans of pencils in a central location, labeled "Sharp" and "Dull".  If students need  a sharp pencil, they just exchange the dull for a sharp one at the cans. The teacher (or monitor) can sharpen the dull pencils outside of classtime.  Linda Arezzo.  The Brooklyn International High School, NYC.  

~~ When students are busy in the lab, have them hand you an index card with their name on it, when they need assistance.  This prevents them from following you around while you're with otherstudents, yelling your name, or sitting with their hand up.  This way they're assured to be "next in line".  CJ Brocker OAISD (she got the idea from Kathy Andrews at Muskegon CTC). 

~~ I keep "class pens" in the classroom.  With floral tape, I attach artificial flowers to the pens.  They are just beautiful and the students always remember they are borrowing it.  They never leave  the room!  Everyone is happy. Rebecca Gonzalez-Luna, San Antonio, TX.

~~ Find lyrics to songs the kids like and have a sing-along with Youtube.  Silvia Alcarz, pre-K. Sun Valley Elem.  SWISD.  

~~  I use portable / rolling laundry baskets for the storing of each class' paper (baskets are stacked w/4 to a set).  No name, workshop participant, San Antonio TX. 

~~ For flashcards / daily messages, use yellow paper if you are using black ink.  This is easier on the eyes to read. Silvia Alcaraz, Sun Valley Elem.  SWIDS. 

~~  In my math class, I read a literature book each week for the students.  It covers some topic related to what we are learning.  It  may seem elementary, but they LOVE being read to.  Amanda Stark, Driscoll MS, San Antonio, TX. 

~~ I work in an inner city school, so I keep inexpensive snacks on hand for students who don't have money for lunch.  - Kelly Ferrier, Muskegon Hts. High School. 

~~ Tape the current unit's vocabulary and definitions tothe bathroom pass. (or just something to ponder, such as a quote.).  No name, workshop participant, Holland, MI.  

~~ GO FISH cards and OLD MAID cards work great for pairing.  The colored Popsicle sticks work well for arbitrary grouping.  If you want 5 groups of 4, give students red, yellow, green and blue sticks as they enter the class.  Then have them form groups by having all the different colors in one group.  You can then collect one paper from each group by calling for a particular color.  To avoid students changing colors… have them write the color on their papers as soon as they get them.  Before submitting, all students sign off on the paper.  Of course you can group by same color too.  Always have a surprise or two in store for the class.  By the way, this works great at all levels!! Linda Kellner, Assistant Principal, Baldwin H.S., NY.

~~ Put a fun trivia question on the board during the first few minutes of class.  Give a little prize for the correct answer.  - Martha Howson, Leduc Composite HS., Alberta. 

~~ Color code papers for students according to importance. Papers going home for a parent are one color, papers they can throw out after they work it are another color, papers that are a review are another color, etc.  Kelxer Flynn, NV.

~~ I put my lectures online so students can stream them and watch at their convenience.  Dr Stephanie Katz, Greenhills School, MI.  

~~ Put your course curriculum up on a webpage for parents and students so that everyone has a clear understanding of what is supposed to be learned in the course.   Kevin Minch, MN. 

~~ Make-up small, "Door-Talk Cards".  When students enter your classroom, greet several ( never all in one day!) with a card.  These are preprinted notes that can be prepared in advance by computer with sayings like:  "Keep up the Great Work", "I'm glad you are back!  We missed you!", "I noticed you are working really hard in here.  Keep up the good work!"  This will encourage the students and have all of them wanting to get a door-talk card too!.  (Linda sent a little example that looks about the size of a business card with a cute little character face on it giving a thumbs-up and saying "Great Work Yesterday, Can't Wait to Hear From You Today").  Linda Kellner, Assistant Principal, Baldwin Sr. H.S., Baldwin, NY. 

~~ "Pink Slips".  If a student is unprepared for class, he/she signs the "pink slip" sheet.  They have until the following day to complete that assignment.  All students with fewer than 2 pink slips get to participate in FUN FRIDAY end-of-the-day activity time.  Grade 5/6 teachers, Hinsdale Central School, NY. 

~~ At the end of class I try to get around to give credit to students who worked well with a "high five".  Joanne Miniato, Cedarbrae, C.I. Scarboro, ON. 

~~ I ask students to watch for my errors when doing math problems on the white board.  If they catch a mistake, they get a reward(bonus points, candy, etc.  Jane Bartlett, Parkers Prairie Elementary, MN. 

~~ At the sound of the bell, I start immediately with a 2-minute activity that engages all the students (calculator game, story, joke, etc).  Helps ensure they get to class on time.  No name, workshop participant, MN. 

~~ While I now teach pre-service teachers, here's a trick I used when teaching middle schoolers:  “Kathryn’s Card Trick.”  I use a double set of index cards.  One can now buy half cards (2 ½ x 3), and I prefer those.  I buy several different colors.  I have the students write their names on two cards, one of one color and one of a different color.  I shuffle both sets, both colors of cards together.  I then use the deck and call on students by turning up names.  Students know their name is in that deck twice at random, so they cannot just tune out after having their name called.  If a student doesn’t have an answer within reasonable wait time, there is no penalty and I slip that card back into the middle of the deck.  That way the student knows s/he will be called upon again soon.  Because I have two complete sets of names on different colored cards, I can separate one set from the other and use them to “deal” out names for small groups.  I can pass out cards and have students find a partner for a pair activity.  I can also use the names to help determine new seating arrangements as each name card can stand for a desk.  The half cards can be put in a pocket easily so that one can move around the room and help students without putting the deck down somewhere.  This still works now that I’m teaching at the college level.Kathryn A. Roe,  Assist. Professor, William Penn University, IA

~~ To help keep student attention while using my overhead projector for note-taking, I keep a set of colored transparencies nearby and periodically slide a new color underneath the clear one I'm writing on. No name, workshop participant, San Angelo, TX. 

~~ I play music in class during transition periods or at the beginning as they arrive.  The students write down suggestions for desired songs.  No name, workshop participant, ON.

~~ Keep a small band-aid / first aid kit in your classroom. Jane Fontes, Malvern C. I., Toronto

~~ I use note cards to call on kids at random (write one name on each card, shuffle).  V. Bryan, Nampa High, ID. 

~~ I've reframed my thinking about helping children who need to calm down.  Often a student needs to move to a preferred activity before they will do a non-preferred activity.  You are not "rewarding"bad behavior, but shifting the thinking.  It works!  "Don't be 'right', be effective".  Jane Bartlett, Parkers Praire Elementary.

~~ Post examples of work in the classroom for things such as APA style, Formal Letter, Essay, etc.  Wendy Jo Hanninen, RH King Academy.

~~ The first step in developing any positive relationship is
learning and remembering a person's name.  I make it a start of the year
priority.  Matt Sheehan, Sir John A McDonald CI, Toronto.  

~~ In 3rd grade, tattling can be a big problem. I keep a "tattle box" on a table near the door.  (small cardboard box with a slot in the top. ) The rule is:  You have to write out the tattle, sign it, and put it in the box on your way out of the room. This helps reduce traffic to the box. I promise to take care of the situation but the students would not necessarily know when or how I dealt with it.  At the end of each day, I scanned them to determine which ones I could overlook and which ones I needed to deal with.  Vicky Campbell, Beebe  School District, AR.

~~ In my 8th grade room, each student has a 3 ring binder which is kept in bookshelves.  As the students come in, they take their binder.  It helps in taking attendance as missing student's notebooks are still on the shelf.  We have their "partner" put handouts in the notebook for absent students.  No Name, workshop participant, Lakes Country, MN.

~~ On every assessment that affects student grades, I always put their current grade in the bottom left corner of their paper. This way they get immediate feedback on how this affected their grade and know their status in the course.  Heather Netland, Parkers Prairie High School, MN
 
~~ Use Hip-Hop to teach poetry and figurative language.  Nora Kings, Four Directions Charter School, Minneapolis, MN.    

~~ Use large, "rich" words to encourage students to ask, "What's that mean?".  Jane Bartlett, Parkers Prairie Elem., MN

~~ For small group discussions, I give each student 3 paper clips.  Put one cup in the center of the group.  Each time you share an idea, you put one of your paper clips in the cup. When you're out of clips, you need to hold off any more ideas until others are finished.  Discussion goes til all clips are in the cup then we share our discussions between groups.  (no name) Workshop participant, MN.
 
~~ Each row of desks is named by the days of the week. Students line up for lunch, recess, etc. according to what day it is.  This way everyone gets a chance for the front of the line. ( a big deal for 2nd graders). Colleen Brandt, Rothsay Public, MN.     

~~ Change your phone voice mail daily to announce your homework assignment.  Parents also appreciate knowing even if there isn't homework.  This works well for absent students too. Cathy Malotka, Saginaw Public Schools, MI.

~~ Never throw away those "junk" refrigerator magnets. Just rubber-cement things to them to post material on your magnetic white board. Roger Bachmeir, Long-Prairie Grey Eagle middle, MN.
 
~~ Have students write positive affirmations about each other. Then place a positive affirmation on the student's desk.  Tamera Peterson, Rothsay Public School, MN.

~~ I raise my hand while asking a question and my 2nd graders all raise their hand with the answer.  Works amazingly well.  Colleen Brandt, Rothsay Public, MN.

~~ Teach a lesson while sitting in the desk of a student.  You'll get a fresh perspective.  --Angela Myles, Toronto District School Board. 
 
~~  Write the names of 3 different students on a cue card and place it on your desk each day.  Make a point to compliment or pay special attention to those students that day. --Christina Rajabalan, East York Collegiate, Toronto.  

~~ Post in the classroom, the overall and specific expectations of a lesson, unit or course.  --Solomon Elder, Toronto District School Board.

~~ I attach magnets to laminated "boy" and "girl" die cut-outs that have individual students' names on them.  These now go on my magnetic white board.  Student's put their own one up upon arriving in class so attendance is done.  We use them all year for class graphs - students can move their cut-out to the appropriate category.  Gladys Kielar, 1st grade, Wayne Trail School, Maumee, OH.
 
~~ For every phone call I make to the parents of a struggling student, I make sure I make a positive call to the parents of a successful student.  No name, workshop participant. 

~~ I save my "fortunes" from fortune cookies and keep them in a cute takeout box on the desk.  We use these when we need a quick writing prompt or vocabulary exposure.  Candy Couldin, workshop participant.

~~ A quick phonological activity:  I call the roll changing all children's names to begin with the sound of the day.  They respond by changing my name to begin with the same sound.  V. Fleming, grade 1, N. Pelley.

~~ During discussion time, in order to give each child an opportunity to speak, I have them hold an object.  They talk while holding it and when they are finished they pass it on.  No name, Illinois workshop participant.
 
~~ Some students just seem to need to "tap" to stay focused.  They tap pencils, rulers, markers, etc.  Rather than allow the noise distraction, I require that tapping must be done on something soft. Either their own leg, or small pillows that I collect and leave out for "tappers" and "fidgeters". C. Wright, Youngsville, NC.

~~ I keep a "pocket chart" with 3 or 4 ideas for students to do if  they finish assignments early.  It's titled "What to Do Next".  This way they always have something to do.  It contains things such as:  1. Write a note to a friend.  2. Choose a new book.  3. Organize your desk.  -  No name.  Illinois workshop participant.
 
~~ I'd like to add to a teacher tip in the mid-October issue. I used that same strategy (finding typos in publications)  for my literacy kids.  The rewards for finding typos in books was just verbal recognition with some emphasis or an occasional treat.  By the end of the year, the literacy kids were beating the regular students in finding typos.  I am thoroughly amazed at how precise they were. Kathy D., email.

~~ Each student has a folder of concept - related activities to work on during any "wait time" (spelling journal, handwriting, reader response, etc). I also include a checklist of activities to account for their use of time.  Teacher input is done on a daily basis in these folders to ensure students are actively engaged. Jackie R., Botwood Memorial Academy.

~~ Use the "Autosummarize" function on Microsoft Word to shorten text for struggling readers.  No name, workshop participant, KS.

~~ I use sentence strips to write down what kids say they learned
about a unit.  The strips are posted on the wall.  We can refer back to them
through the year.    Imelda Garcia, Kindergarten - Nampa, ID.

~~ Color code tests by class period.  No name, Lawrence, KS.
 
~~ (regarding Tip 1 in last newsletter [posted below]) A quick, easy cheap way to make individual "boards" is to put a piece of stiff white paper (such as index paper) inside a plastic page protector /folder.  A marker used on white boards works and a piece of paper towel will wipe it off.  We keep one in each student notebook.  Elizabeth Jones, Itinerant Hearing Impaired Teacher, Wake Forest Schools, NC.
 
~~ [Regarding the individual white boards mentioned in the last issue] The small white boards can be make from Shower (tempered white) Masonite board that has been cut to 12" x 10" individual boards. The students can use the boards to practice math or lettering.  Use a Sharpie marker to make guide lines for lettering. Then when taking a brief break have the students make characters out of the numbers or letters they were practicing. Bill Farmer,  Ridgeway, VA
 
~~ I purchased 3 different colours of plastic hanging file bins from an office supply store, lots of hanging folders and files to slip inside.  Student write their name on a folder and they are filed by first name alphabetically.  I use these folders if students are away, for notices, returns, or handouts.  If I find important things laying about I pop them in.  The bins can be set on a table or counter, or stacked, and even fit with wheels, if you want to stack and roll them out of the way. For me, they work great!  Leslie Forsyth-Eno, Grade 7, Abbottsford, BC Canada.

~~ The American Psychological Association's task force on the "Sexualization of Girls" has released it's report.  Their report finds that emphasis on an unattainable body image damages the health and self-image of girls and young women, resulting in an increase in eating disorders, anxiety and depression.  They are most concerned with the objectification of pre-teen girls.  The task force recommends stronger programs to encourage sports participation, artistic expression and meditation which can all help to improve girls' healthier self image.  Munsy, C & Meyers, L. (2007).  Monitor on Psychology, Vol 38(9), 58-59.

~~ College counseling centers may want to join others in offering a "National Depression Screening Day".  Results from last year's screening on Oct 11th showed a large increase in the number of students who came to counseling centers for screening and those who were detected showed greater improvement with treatment.  The day also was effective with attracting more males for depression screening than normal. Chamberlin, J. (2007).  Monitor on Psychology, Vol 38(9), 68

~~ My students make picture / language cards to practice vocabulary. We use these all year in various ways - as self quizzing, partner flash cards, go fish, spoons, rummy, etc.  We frequently allocate 10 minutes for card time and students choose how to use them.  Khalila Binns, Spanish, Lawrence, KS.

~~ Reward students for media clippings or photos of errors in grammar, usage, and spelling.  Teams can complete for points to win a contest, daily practice, reinforcement, fun. Shery French, LSSP

~~ To help children learn their spelling words, I have the children act out spelling words so that they will create a picture in their mind.  This works great for the picture thinkers. When it is time to retrieve the word either in encoding or decoding it, it seems to come easier.  Mary Simmons, NEARI School, Holyoke, MA.

~~ Use a "completed" stamp to mark student's homework as done prior to discussing the answers.  Perry Kennard, SWJH, Lawrence, KS.

~~ Practice math using small whiteboards.  Take brief breaks to draw animals or other crazy things.  Amy Knutzen, SWJH, Lawrence, KS.

~~ Parent Tip:  When my child has a problem area - instead of trying to explain how to do something correctly, it sometimes works to have her try to explain it to me. Q&A can illuminate where the problem is.  Jim Duff, Amherst, NH.

~~ Showerboard (from a home improvement store) makes an inexpensive and light weight "white board". I can mount them low in the room for my elementary students to use.  Margie W., 1st grade, MT.

~~ We use music for transition times in class and between class periods.  I ask for student volunteers to bring in a CD of their choice for us to use for the week.  No name, workshop participant, Midland, Michigan.

~~ As the year begins, there are many opportunities to post classroom rules, school policies and other disclosure items for students and parents.  As much as possible, turn the words so that they express a positive and welcoming climate.  Statements such as "students not suited up for PE will be docked 5 points" can easily be rephrased as "students earn 5 points for suiting up in proper PE clothing."  If you must list "consequences for not following school rules" they should always be listed AFTER your list of "consequences for FOLLOWING school rules."  Kathie

~~ When kids forget/lose/break supplies that they need in the classroom, they can go to my "Borrow Bag".  This is a transparent plastic shoebag...mine has 24 compartments.  In each pouch I keep supplies, e.g. pencils, pens, scissors, glue sticks, hole punch, colored pencils, etc.  A student may borrow any item, but must leave a shoe as "collateral".
When they return the item borrowed from my bag, the shoe may be retrieved.  I haven't lost many items over the years. Terry Moore, Kokomo, IN

~~ In my first grade classroom, pencil sharpening was a time waster and a mess maker.  So at the beginning of the year, I have a large coffee can full of sharpened pencils, sitting next to an empty can labeled "needs sharpening."  We have no pencil sharpener in my classroom.  If kids need a sharp pencil, they drop their dull one in the right can and pick up a fresh one from the left can.  On Fridays I take the can home and sharpen them all with an electric sharpener while watching television.  Deborah Shea,  Farmers Branch, TX.

~~ A good family policy for the upcoming school year might be to establish a "screens down" time.  This would be a time in the evening (say, 9pm or 10pm, depending on your children's age) when all electronic screens are powered off - all tv, internet, video games and cell phones.  Helps establish a better sleep routine for the family.  Shana Blakenship, Barrow, AK.

~~ I assign groups of students to "storyboard" a section of text.  One student is responsible for accuracy, one for selecting which details are most important, one for spirit - the tone and emotional accuracy.  The groups do an oral defense of their work.  Artistic skill isn't as important as their ability to get other students to picture what they have planned.  David Marshall, Latin School of Chicago.

~~ Wear an inexpensive tool belt when teaching.  It holds dry-erase markers, passes, pens, stamps, etc - all for easy access. No name, Lawrence Kansas workshop participant.

~~ Make a paper fridge and post student work. (I also post awards that I would give after tests). Amy Knutzen, Southwest JH, Lawrence KS.

~~ Here's how I handle worksheet assignments:  When the students hand in a worksheet and the answer is incorrect, I place an “O” beside it and hand it back. At the top of the worksheets, there are two numbers; the one on top is the number of correct answers for this assignment and the number at the bottom is the total number of questions or responses. Students are encouraged to correct the worksheets. I emphasize correct answers and learning from our mistakes, so when they correct the answer the “O” is now “OK”. If the answer is still incorrect, I just circle it again with a different color of ink.  The numbers at the top of the page are adjusted accordingly. I emphasize that  regardless of how many times it took to learn the lesson, what IS important is that  they finally learned it. --Geneva Jones.

~~ We start every unit by asking questions.  I give a brief introduction to the topic, then every students has to write 2 questions they have about the topic on a post-it note.  We attach all the post-its to the top of the class whiteboard.  As we go through the unit we remove post-its as we get the questions answered.  On the last day we make sure we have no more post-its on the board.  Mark Halmonner, 10th grade science,  GA.  ~~ Every time I make some sort of error, whether it be a calculation error on the board or an error in the solutions of a worksheet, I reward the first student to recognize it and correct it with a lollipop.  It keeps them alert and motivates them to question their and my solutions. Mark Bolivar, Upper School Mathematics, The York School.

~~ I use neon colored note cards, (the really bright ones).  The students fold them in half so that it can stand up like a tent.   When a student needs my help they prop it up at their desk and I can scan the room and see who needs my help or assistance.  If a student doesn't need my help then they keep it hidden under papers or in folder.  I found it's so much more efficient than having them wait at my desk or lose feeling in their hands by keeping it raised for so long. Jennifer Lammers,  Cedar Falls, IA

~~ Put your teacher assistants in charge of keeping track of make-up work. It makes attendance taking for subs easy! Aly Berry West Jr. High, KS.

~~ For students who struggle sequencing events and remembering details of a story, have them jot a couple of facts down on a sticky note after every few pages and stick it in the book.  After completing, just organize and sequence their sticky notes.  Beth Moser, The St. Michael School, St. Louis, MO.