Last update: 6/16/2009

~~ 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.

~~ I keep crackers and cups in my room.  Any kid can get a drink from my sink or get a snack as necessary.  No name, workshop participant, Chicago, IL.

~~ Keep a blue or green acetate on your overhead at all times.  The color is more pleasing and can help a lot of students with visual problems.  It's easier on the eyes!  Never let the white light show up on the screen.  John Talbert, Park Tudor School, IN.

~~ Make a Substitute Lesson Plan page on your computer at the beginning of the year.  Type your redundant info such as how to check roll, handle tardies, etc.  Enter your class periods / times and leave room between these to type activities.  Plans are now ready to print out as needed. Candy Bouldin, Archer City ISD, TX

~~ Use colored tape on the floor to indicate where to line up, things students can use, places they cannot go, etc. Amy Hellinger, Henrietta, TX

~~ I help students calculate their cumulative grade after every new assignment.  I also announce each day how many class days are left until progress reports or report cards.  Students are sometimes more motivated if they know their current grade and how long it will be before grades come out  Darlene Connelly, Olean, NY.

~~ Put your lesson plan on a clip board on your desk or teaching area so you can refer back to it whenever needed without having the entire lesson planning book out all the time.  Polly Birkhead, Rider HS, Wichita Falls, TX.

~~ In brainstorming activities, write the question/ topic up top and then draw a large box below in the center of the paper.  Students must keep writing in the box non-stop.  When they come across a keeper, write it below /outside the box.  Erick Cross, Petrolia High School, TX.

~~ Have students move clothespins from "absent" to "present" upon entering the classroom first thing in the morning.  Kristi Caldwell, Ringgold, TX.

~~ Contact another teacher in your building to see if your students can bring by their display projects and demonstrations to share with their class. It's a good chance for your students to present their learning, and it adds to the other teacher's class as well. Lou Clifford, Shadow Ridge HS., NV.

~~ I have found that if I use colored markers during teaching, it engage students and helps with learning and questions. Students are able to indicate a color on the board to ask questions. This is great in my math class where various steps to a problem are in different colors. Brandi Strickland, Parker MS, NC

~~ Leave a copy of your lesson plan with the teacher across the hall or next door if you plan to be absent. If the substitute needs help that teacher can offer advice or assistance and if the lesson plan is misplaced, there will be another copy. Sandra Schellen, Wichita Falls, TX.

~~ I use "behavior buttons" which students earn each day if I don't have to redirect their behavior. The "buttons" are laminated circles w/ a hole punched which we keep on pipe cleaner "button-keepers". Buttons can be traded for treats such as a cool pen, sock day (no shoes until recess), a beanbag seat with a lap desk, etc. Cindy Huckabee, Notre Dame Catholic School, Wichita Falls, TX.

~~ I have playing cards on desks (Ace of spades, King of diamonds, etc). A the beginning of each 6 weeks, I stand at the door with another deck and have the kids pick-a-card to change seats. It's just a fun way to rearrange seating. I have the cards taped to the desks. Cheryl Kays, 7-8 Reading Teachers, Electra Jr High, TX.

~~ Remind parents not to allow their teenagers to have their cell phones in their bedrooms at night because their friends call in the middle of the night - one more reason for their sleep deprivation. Sandy McLeod Breuer, Madison, SD.

~~ I put different colored stickers on students' desks and then use these to assign jobs for the groups. For example, students with red stickers will turn in the papers for the group, etc. Brandie Hellman, Nampa, ID

~~ Have students write their own "positive behavior" postcards to their parents. No name, Kuna School District.

~~ I teach math and our students often forget to bring a calculator to class. To keep my classroom supply from disappearing, the kids have to give me their agendas, which contain their lunch pass, in order to get a calculator. They are not about to miss lunch, so I always get my calculators back!! D. McFall, Kansas

~~ When asking questions, ask 3 questions before seeking any answers. This way students can come up with an answer with less stress. John Graversen, 5th grade, FDR, Nampa, ID

~~ Start classes or study sessions with physical activity to maximize learning. The challenge is offering movements that match each person’s unique vestibular system. While some people feel energized with certain movements, others may feel dizzy, even fatigued. For that reason, it is important to offer fine and gross-motor movement options. Jeff Haebig, PhD (via email.)

~~ Staple the front page of the newspaper every day to a bulletin board set by the pencil sharpener or door where students line up. They at least may have a minute to read the headlines. no name, Joliet, IL.

~~ Use plastic suction cup baskets attached to the white board to hold marking pens.  Grade 5/6 teachers, Hinsdale, NY.

~~ I write rubrics for students and have students grade their own papers. Then I grade their papers using the same rubric and we compare and combine scores.  M. Schoen, Nampa, ID

~~ One wall of the classroom has a pocket shoe holderon it.  I put all the students in the class's names on a pocket.  When they are absent I stick missing work in the pocket and they collect it when they come back.  Diana Fusare, Nampa, ID

~~ I teach special ed students with emotional and behavioral challenges. Lining up for anything creates arguments and fighting, so I have a "line-up" order for the class. Each week the leader becomes the tail and the 2nd in line moves up to the leader position. Now students don't race to be first in line (especially for lunch). Danielle Keis, Olean, NY.

~~ To make sure I get back "loaner" pencils, I ask the students to leave a shoe by the pencil dispenser. When I get my pencil back, they get their shoe back. They laugh at first, but it really works. My loaner pencil pile lasts a lot longer then it used to! Katie Maloney, Idaho.

~~ Create your classroom rules with your class. Then put it on a scroll like the constitution. Talk about how we follow rules to keep us safe and our leaders help us form rules. To close, have a big signing celebration. Invite "big wigs" to sit at the signing table as your class signs their constitution. (workshop participant, no name) Brookings, SD.

~~ Need a quiet isolated study area in your room? Hang a see-thru shower curtain from a PVC pipe suspended from the ceiling. Students who need isolation can work behind the curtain but are still in the teacher's view.

~~ Create several "stand-by"/ "stand alone" lesson plans to keep at the ready for students who are out of suspension or illness. EA Isaacs, Elm St. Academy.

~~ Encourage your students to keep post-it notes with key new terms and ideas on the dash of their car or around their computer monitor. Judy Hopkins, NY.

~~ Collect cereal boxes or have each student bring in one. Cut the cereal box and use it as a journal cover, portfolios or anything else as a folder. They work great and are very sturdy! Michelle Zlomek, Genesee Valley School, Belmont, NY.

~~ To organize the kid's day, we make laminated terms for their schedule and put magnets on them. Then it is easy to put the schedule for each day on the board by moving the little words. It saves writing each day and it gives the students a reference during the day as to what is next. No name, workshop participant, western NY.

~~ I've found a great way to reuse all those card stock political and retail adds I get in the mail. Instead of just throwing them out and putting more trash into our landfills, I cut them into one inch strips for my students to use as bookmarks. Gina Juliano, Hartford Juvenile Detention Center Schools

~~ I use marker stamps to check my student's understanding. If they are able to complete a problem without any extra help, I use 1 stamp (green apple). If I give 1 additional instruction I use a different stamp (purple fish). If I give more help I use a different stamp. This allows me to go back later and see which student understood or mastered the concept. Robin Taylor, Deubrook School, Toronto, SD.

~~ I use soothing music (ocean waves) - no words- to calm students down after lunch. It seems to help make them clear thinkers and I get more participation from them. No name, Derfelt Elementary, NV.

~~ Get several shoe boxes and put all supplies in it. (markers, glue, colored pencils, rulers, etc) that are needed for projects. When the students are in their groups, they can come up and grab a box with everything in it. Jackie James, Ellicottville Central School, NY.

~~ A good year-round bulletin board in my speech therapy room: The first week I take a digital photo of each of my students and mount it on construction paper. They then list on it all the items they want me and the other students to know (pets, home, likes, dislikes). I find my students are interested in reading and re-reading it throughout the entire year. No name, Brookings, SD workshop.

~~ I have a "GREAT JOB" bulletin board in my lower elementary classroom. Students each choose their own work to display. They clip their paper to the board with a clothespin decorated with a "G". Students frequently choose different papers than I would. (They are not all perfect papers). Teacher, Waverly, SD.

~~ To help get your loaner pens / pencils back from students, use floral tape to tape a silk flower (or other light items related to your subject) onto each pen and keep them in a bouquet (dry beans in a flower pot work). Most students will remember to return these! Pam Deminsky, Portville Central School, NY.

~~ When coming up with rubrics, I choose a couple of things that I will grade them on. The student then gets to go to rubistar and pick out 3 other things they want their project graded on. They like getting to "pick" what they will be graded on. Pam Petersen, York, Nebraska. ~~ On Open House night, I've noticed students and parents are never quite sure what to do, so I hand all the kids a "scavenger hunt" welcome check-list as they enter with their parents. This helps everyone understand all the things they can see in our room and in our school. The kids and their parents work on checking off the items on the list. Dave Wright, 4th grade, Wilkins Elem., Amherst, NH. ~~ I save plastic milk caps which I cover with large Avery stickers. I use these for practice of skills like vocabulary, math facts, sight words, etc. The kids love the manipulatives. No name, South Dakota.

~~ If you crease the new paper on the edge of a bulletin board, you can easily trim off the excess with a single staple edge. No name, Brookings, SD. ~~ If you want to remember the Great Lakes, remember, SHO-ME (in order left to right, Superior, Huron, Ontario, Michigan, Erie) no name, workshop participant, Brookings, SD. ~~ When going on home visits to work with children (0-3) I take a plastic tablecloth along. It shows the child our designated play area, as well as, keeps me from sitting on sticky or wet spots on the floor. Kay, South Dakota. ~~ I check out various books from the library and pass them out randomly. The students have 10 minutes to read part of the book and then present a small summary of the section read and give their opinion if they would finish it and why. It sparks interest in books that some kids originally wouldn't read. Nicole Coker, Midway ISD, Henrietta, TX

~~ Use chalkboard paint on lockers (paint the large flat section) to leave notes to students regarding missed homework, "please take:", or "go to ____ at 2:15". Students can leave me a note or notes for themselves as a reminder. Sherce DeLeon, Wichita Falls, TX.

~~ Have a make-up / late work folder or box somewhere in your room other than your desk. This way you are not responsible for papers students just try to hand you. Polly Birkhead, Rider HS, Wichita Falls, TX.

~~ With a new year beginning, make sure every teacher has a large sign/poster with his or her name on it stored near the classroom door. (a "picket" type sign with a wooden stick that allows you to hold the sign high works best). In the event of an emergency, the teacher grabs the sign on the way out the door. Held up high in the school yard, this provides a simple way for students to find their class or emergency assigned-group for roll call. Make sure your students know what it looks like (especially if you teach pre-readers).

~~ Each six weeks I give a new seating assignment to every student so that they may sit by someone new. This way the students learn to get along with everyone and they are forced to socialize with others. Otherwise, they tend to stick with their little clic. Sue Martinez, Anson High School, TX ~~ Here's a strategy for students who lose focus moving from the textbook to their paper while working math problems: Cut a hole in a 3 X 5 card the size of most math problems. The students can use the card as a bookmark in their math book, and when working a math problem, lay the card with the hole over the current problem. This helps them track back and forth from paper to book without losing too much time relocating the current problem.

~~ To help both teacher and students remember to use encouraging statements post sentence stems on the wall. . . "I like the way you. . ", "I knew I could count on you to. . . ", I would like to know your opinion on that. . . " Mollie Lapi, BOCES Special Ed, Olean, NY.

~~ Keep a mailbox for students to leave feedback, voice concerns, etc. The "postman" can return mail. Karen Pontti, Cattaraugus - Little Valley, NY.

~~ I use music stands around the room as designated "standing centers" for students who are tired of sitting. Liz Halbur, Derfelt Elementary, Las Vegas, NV.

~~ I don't have many bulletin boards so I keep clear page protector sleeves attached to the wall near my door with labels above them: calendar, menu, band lesson schedules, week's activities, etc. Each week or month I just replace each with the updated version, and I don't need to re-tape the sleeve. Pam Deminksy, Portville Central School, NY.

~~ Keep the unfinished work out in the open. Children in my classroom keep their unfinished work in a ziplock bag magnetically clipped to the side of their desk. Allison Pesch, Coquitlam CANADA

~~ Keep a "thinking path" for students "with the wiggles". Cut out feet from old place mats and place on the floor. As long as the student is pacing or moving within / along the path, it is okay! Karen Pontti, Cattaraugus - Little Valley, NY.

~~ My high school has video announcements each day. As part of my A and B layer assignment (with Layered Curriculum) I allow my students to do a public service announcement to teach the rest of the student body what they learned about a specific topic in the unit. Roger Mayo, Business & Marketing, Arbor View HS, Las Vegas, NV.

~~ Have sharp pencils always available. This avoids the disruption of sharpening. Roxanne McCormick, Idaho.

~~ I use work folders hung on the wall with names on them for student's unfinished work. This avoids them shoving stuff in their desk. Roxanne McCormick. Idaho.

~~ At the beginning of the year, students come in and say to me, "What are we doing today?". I know I'm on the right track, when they start coming in a bit later in the year and say to their classmate, "What are we doing today?" Doug Harman, Upper Canada District School Board.

~~ Absent student work: I have a hanging file with each child's name. When the child is absent I put the work they missed in the folder. It is now all there when the student comes back. Misty Koeppen, Kuna, ID.

~~ Every Friday is an oral/written spelling test day for us here at West Side,Greers Ferry, AR. I call the words and the students write them. I use a tape recorder and record the words so that the student(s) who are absent are able to take the test on Monday hearing my voice. It also saves time, as they can take this test unaided. This has worked well for all grade levels. - Linda Fulmer

~~ I stand at the door and speak to each of my students as they leave. Some kids are thanked for working hard, some are reminded about special projects and with some, we just commit to a better day tomorrow. Nancy Blue, 2nd grade, Weiser, ID.

~~ Tape a file folder closed on the sides with clear packing tape. Tape the folder on one side of students' desks so they have access to unfinished work. It helps them not to lose unfinished assignments in their cluttered desks. Park Ridge School, 2nd grade teachers, Nampa, ID.

~~ I have a pocket pencil chart. I give each of my students a pencil with a number on it. At the end of the day the students put the pencils back in the numbered pockets to be sharpened. Misty Koeppen, Kuna, ID.

~~ Lays Stax Potato Chips plastic containers are excellent storage containers for classroom sets of red pens. I also use the containers instead of plastic bags for activities.  Use WD-40 and paper towels to remove the labels.  Meredith Krebs, Howell, MI.

~~ At the beginning of the year, teach and model how to listen with "eyes, ears, brain, and body".  It sets up your students to listen respectfully  to their peers, their teacher and any guest who may be in the room.  Throughout the year, if listening skills begin to wane, all you have to do is say, "eyes, ears, brain, and body".  Jeff  Wallowitz,  Griswold School, Berlin, CT

~~  I teach mostly 11th graders.  This time of year, I bring in college catalogs, college course schedule samples and sample registration forms.  We spend a few days learning how to read a catalog, how to decide what courses are required for what major, how a clock hour is different than a credit hour, etc.  Because so many of my  students come from families with little, if any, college experience, I find this really helps them in understanding where to even begin with college.  Deetta Bird, Granger HS.  W. Valley City, UT.

~~ I have a large, mock license plate poster on my wall with the license #  3B4ME.  When a student has a question, I point to it as a reminder that they are to ask 3 peers the question before they ask the teacher.  This works well especially with group work.  Kate Nakamura-Stein, Nampa High School, Nampa, ID.

~~ I have bins in my classroom.  My students have a classroom folder and workbook that never leaves my room.  They toss them in the bins on the way out the door.  Since I started this all my students had all their materials for class.  M. Schoen, Nampa, ID.

~~ After we study the structure of invertebrates, we make edible play-dough.  Instead of labeling a diagram, the kids sculpt with the dough, whatever organism I say.  If they get it right the first time they get full points, if not they try again.  For example I may say, "Sculpt a crustacean." Students must have 2 body segments and 10 legs.  I ask them to give examples of a crustacean other than the one they made for more points.  The ones who finish early get to eat and entertain themselves by molding whatever they want. Here is the recipe:  ½ cup smooth peanut butter, ½ cup white corn syrup,  3/4 cup powdered sugar, and 3/4 cup dried/powdered milk.  To save me time I put one student in charge of each ingredient and they pour/slop it directly into a ziplock.  Then other kids gently squish the bag until the mixture doesn't stick to the sides anymore.  If it is too sticky, add more corn syrup.  Each recipe makes enough dough for about 5-7 kids.  WARNING:  Make sure no one has peanut allergies.    Fritzi Heckel,  Johnson Creek, WI

~~ I save empty Elmer's Glue bottles and use them to store small amounts of paint in my classroom.  The glue bottles are more exact and less messy than storing the paint in larger jars plus, I have more than one bottle of each color to float around the room.   Laura Rothe,  North Branch, MN

~~ Use those free AOL metal boxes to store crayons - they will perfectly fit 16 crayons.  Kathy Smith, Rockford, IL

~~ At the end of each day I have my students say an apology or an appreciation to another student or teacher.  Sara Sarensen, Wheatland, WY.

~~ At the end of a unit on meiosis I gave students the task of constructing a model of the all the steps using yarn for cell outlines and smaller, color-coded pieces of yarn to represent chromosomes all glued onto poster board.  I went around the room as they worked and asked each one questions.  This served as their test. Students loved it and it served as a terrific presentation to hang in the hall. Dorothy Imm, 8th grade, St. Mary's School, Sycamore, IL.

~~ Open 2 manila file folders.  Lay one half way over the other and staple or tape along the top so that you have 3 sections all together.  These make great individual student display boards that stand up.  No name, workshop participant.

~~ Use related songs as a timer.  I play "Turkey in the Straw" while my students list words describing "Turkey."  When the song ends, time is up.  Valerie Abbott, Exploits Valley Intermediate.  

~~ For guided reading in our grade 1 classes, we use file folders for different reading levels.  Each child's name is written on a post-it flag.  As children move through the reading levels, you just move the post-it flag.  At a glance you can see your whole class & their reading levels.   V. Fleming, Gr.1, N. Pelley. 

~~ Attach Velcro strips to the top edge of student desks.  Students can insert pencils, markers etc., to keep them from rolling off. No name – workshop participant.

~~ To study for a geography quiz, I write the country (or river, states, etc) on a blank map using pencil.  With a partner we read each label, then erase the last letter in each word and read them again.  Then we erase another letter from the end and read through them again.  We keep going until the whole word is gone.  By now, we know the map. Keller Nunley, grade 7 student, Amherst M.S., NH.

~~ Keep in mind that January is one of our darkest months in North America and the lack of sunlight can affect both students and teachers.  Open window shades as much as possible and supplement florescent lights with incandescent lights to help with seasonal depression, anxiety and aggression

~~  Use a magnetic chalkboard or white board as a bulletin board.  Simply laminate the pieces you need to use and then attach magnetic strips to the backs.  This eliminates the need to use tape or staples and saves time!.  Pauline Pawson, grade 3 teacher, Upper Gullies Elem. Conception Bay S., Newfoundland.

~~  Try teaching history backwards.  Start with the end chapter and go forward.  This helps students understand the impact of past events on future events in history. No name, Ewing, NJ.

~~ I send home a note to parents asking them to send to school any shoe boxes they may get throughout the year.  I just keep a collection on the top shelf of my closet.  We use shoeboxes for so many things and it seems like a few students can never come up with one when needed - so I just keep a supply going.  Margie S., Kansas City, Mo.

~~  Use tape to attach a plastic spoon to the end of some pens.  Put the pens into a cup and leave the cup on your desk.  Let students know that they may take a pen whenever they need but they
need to return it at the end of the period.  I never have to add to my original supply.  It seems students have a hard time forgetting to return a pen with a spoon attached to it.  Diane Sekula, Berlin High School, Berlin, CT.

~~  Piggybacking on the vinyl table cloth idea [from last issue] I use inexpensive fabric I purchase at a discount chain store as a background for my bulletin boards.  I find that if I choose a neutral color; yellow, blue, green or a tiny pattern, that I can use any seasonal material on the board.  The fabric is fade-resistant and the holes made by either tacks or staples are self-healing! I leave the fabric up year-round--even over the summer, with no ill-effects of the color.  I usually purchase the fabric for $1.00 per yard and it's a low-cost, one-time purchase for my bulletin boards.  Just measure the area inside the bulletin board frame and fold under any excess fabric.  Karen Fohey, German teacher, Burlington, WI

~~  Sing directions.  Sing instructional material.  Sing anything to kids and they'll remember it.  The change of rhythm gets student attention and assists learning.  My students all seem to remember things if they can hook rhythm and words together. Mary Reynolds, Kindergarten, ECStevens Elementary, Cromwell, CT.

~~  A giant, industrial rubber band or long piece of rubber can be tied across the front legs of a student's chair near the floor. Use this for your "fidgety" students. They can stretch and push their feet against it while listening or working. Mrs. Richardson, 3rd grade, Wilkins Elementary, New Hampshire.

~~  Use sticky notes to communicate positive or not so positive messages to students.  Just jot & place on student's desk so instruction is not interrupted!    Mary Kelsey, St. John's, Newfoundland / Labrador

~~  Use a vinyl table cloth to back bulletin boards.  Use holiday designs.  Lorie Van Gore, no city.

~~ Tired of losing your eraser? Use a magnet(rare earth works best, available from leevalley.com)  and using a piece of duct tape, fasten the magnet to the eraser.  The eraser can then be stuck to the board or any metal surface.  - Glen Coates, Newfoundland.

~~ For primary grades - instead of having to students announce when they leave for the washroom, have a teddybear or other large stuffed animal that they set on their chair or desk so the teacher can see at a glance who is out.  - no name, Newfoundland/Labrador.

~~ To help with organization, photocopy the cover of textbooks and attach to the front of exercise packets that go with that text.  no name, Newfoundland/Labrador

~~ On days when the students seem particularly "bouncy" (spirit week, holidays, etc) have a drawing activity on the overhead as they come in.  In my environmental science class I have step-by-step illustrations for some type of insect, bird, mammal, etc. Every few minutes I expose the next step.  They love learning to draw wildlife and it settles them right down in a matter of minutes.  Dan Bisaccio,  Souhegan H.S., Amherst, NH

~~ I found this banner hanging high and prominent in the gymnasium at Somerset School, Manitoba this week.  The welcome from the Manitoba High School Athletic Association read:

~~ While viewing a video, I have students jot down  3-5 interesting facts or observations they make.  After the video,  students formulate and ask questions to the class.  It's a great way to keep them focused and discuss what they've learned.  Dianna Gerik,  Waxahachie ISD, TX

~~ Provide carpet squares under the desks for kinesthetic learners to rub their shoeless feet on during class and tests.  Teacher, Rockford, IL

~~ Tape  "brain teaser" math problems on the bathroom stall walls.
- A tip I witnessed myself at Pequea Valley School District last week in PA

~~ Make an accommodations check list and check it off each day for students with an IEP.  It's great for documentation.  I make a template that can be used for 5 days.  Gayla Wiggins, ESC Region 2, Corpus Christi, TX.

~~ When having students exchange papers for grading, fill out an answer sheet on a transparency and put it on the overhead.  It makes grading more accurate and poor readers / spellers can check without asking so many questions.  You can call out the answers as you move a cover down the transparency.  Kathey Collinsworth, Breckenridge Jr. High, TX.

~~ Everyone in my room has a job.  I put a picture of the job on a clothespin.  I make a list of student names and just rotate the clothespins.  This makes every student feel like they have a purpose in the room each day.  Krystal Woolarl, Merkel Elementary.

~~ Teachers' Favorite Back-to-School Tips:
1.  Pringles potato chip canisters are perfect to store rulers in.
2.  Tennis Balls silence student chairs and desk legs. (slice an X into the ball and slide onto chair legs)
3.  Attach velcro strips to your walls in a couple of places and another strip to the bottom of your Kleenex boxes.  Kleenex stay up, convenient and in one spot.
4.  Attach current events, unit summaries or other educational information to your "hall pass".  Change it often.  Use this "captive audience" opportunity to teach.
5.  Most highlighters do not show in a photocopy so write "Original" on your master copy with a highlighter and you never inadvertently hand it out.

~~ Put vocabulary words on a transparency.  Show them on your white board or screen.  Give 2 students fly swatters and the first one who swats the right word after you give the definition, wins. no-name, Workshop participant, Pequea Valley, PA.
 
~~ In my Business CIS class, each six weeks I give a new seating assignment to every student so that they may sit by someone new.  That way the students must learn to get along with everyone and be forced to socialize with others.  If this is not forced upon them, they will stick with their little clic.  Sue Martinez, Anson HS, TX.

~~ I cut the tops off 2 liter pop bottles and use them as inexpensive funnels for my middle school science class. No name, workshop participant Miami, FL

~~ I take the 8 most important ideas in a unit and turn those into 8 learning centers.  Throughout the unit, they rotate through all 8.  The stations are not choices, but within each station there are choices.  When students finish their required station work each day, they are free to work on their choice assignments in their Layered Curriculum. Jennifer Carlson, Fridley Middle School, MN.
 
~~  I make simple birthday cards printed on my computer and give them to students along with a small piece of candy. Sometimes this is the only recognition they get.  Sephanie G.,  Ascension Parish, LA.

~~ To track homework (or tests) handed in, have a class list available, highlight names as work is handed in.  Makes a quick reference sheet. Coby Corley, Timberlane, MS.  Pennington, NJ.

~~ I stand at the door and greet students as I hand them the worksheet, (today's assignment, whatever) they will need for that period.Karen Lucci,  Hopewell Valley Central H. S., Pennington, NJ.
 
~~ When I wrote my first Layered Curriculum, I placed all the materials in a binder with the keys and originals so students could identify and check work.  Toni Margoretta, Burlington City, NJ

~~ Each day we start the class period by having students shake hands and greet one of the people around them.  They must say something nice or add a piece of personal information for that classmate.  I do the same. Rearrange the room often, so every student gets an opportunity to meet all their classmates.  No name , Minnesota

~~ Buy a box of golf pencils and give those to students who forget their pencils for about 7 bucks you can get about 150 pencils. This will serve as a reminder to bring your own pencils. Tamara.Taliaferro-Thomas, via email.

~~ (Follow-up to last issue's tip on using toilet paper as Kleenex):  We call this "roll kleenex".  In Thailand my daughter bought me a container/basket which is just for this purpose.  The lid has a whole in the top center, so that if you crush the cardboard and remove it, the roll pulls easily.  Maybe they have something there.  Marcia Meabon, Michigan.

~~ I was always labeling my groups with numbers  but could never keep the numbers straight. Now I label my 5 groups by the days of the week. I never have to remember which group lines up first, goes to the board first, etc. - I just think of the day of the week!  Kate Bowski,  Encino Park Elementary,  San Antonio, Texas.

~~ Write the word "original" on original copies with a yellow highlighter.  It keeps original recognizable but doesn't show on photocopies.  --Toni Margaretta, Burlington City, NJ.

~~ As part of the student's back to school supplies, ask them to bring in 4 postage stamps so they can send things to parents, friends, grandparents, etc.  This would include things such as letters, cards and requests for information from businesses or companies.  It encourages real world writing skills.  Bill Osman, Hamilton Township, NJ.
 
~~ I use dry erase markers to highlight points of images on the TV or computer screen to draw the attention of students.  A cloth erases the marker easily.  R. Alexander, Hopewell School, NJ.

~~ In teaching 8th grade World History 5 times a day, I often find myself answering the same questions over and over - especially the "What did I miss?" question from students who were absent.  I have created a "What Did I Miss?" board on a cabinet in my classroom. I have listed each day of the nine weeks on a separate index card.  I write what the class and home work was for that day.  If I gave out a worksheet that day, I write the students name on the worksheet and place it in an "Assignments Missed" folder next to the board. The students know to check this first before seeing me for any clarification.  Button Smith, Pizitz M.S., Vestavia Hills, AL. 

~~ Put something informative or educational (like a current event) on the clipboard you use as a hall pass.  Students are usually isolated as they use the hall pass and may actually read something! 

~~ Mount a toilet paper dispenser on the side of your desk (teacher's desk).  Use this instead of Kleenex.  It's less costly and lasts longer.  No name, Michigan. 

~~ My grade 9 and 10's are very resistant to the notion of peer editing and peer revising.  I have managed to get past that reluctance by having my students use red and green editing pens which I provide. They are to use a red pen to circle and identify (gr., sp., sentence fragment, etc.) any errors they find (and if unsure they are encouraged to suggest the author check the suspected error by including a question mark). When they have identified the errors they are then instructed to use one of the green pens and make suggestions for revisions. As many editors as practicable can work on a piece until the author is satisfied. Authors are reminded that they must check reported errors, but are not obliged to accept revision suggestions. Somehow this process seems more acceptable to all concerned, especially when I make all parties accountable for the improvements.  -Charmaine Huculak, G.L. Roberts C.V.I, Oshawa, Ontario

~~ Make the students laugh.  Have a joke of the day. Nicole Moussette, Minnesota. 

~~ We want to encourage students to become responsible for collecting absentee homework. Besides keeping building a personal homework web sites, teachers keep an assignment sheet notebook in the classroom that details both classwork and homework.. The teachers also maintain large white boards that record assignments for the entire week. Mailboxes or files hold the notes and handouts given for a two week period.   Diane Keane,  wwwHolden Middle School, Missouri.

~~ Use mailboxes in your room to pass back papers and allow students to keep their assignments in.  Teresa Bell. (no town)

~~ Use an old love seat and /or couch with plants and a lamp for a reading corner.  Heidi Haeffelin (no town)

~~ Color code everything so students know where to go and what color to look for according to the color of their group.  Stephanie Gasparel, Ascension Parish, Louisiana.

~~  After your class completes a biography assignment, give the entire teaching staff at your school a list of whowas studied. Have the staff sign up and send your "experts" out to share what they learned. Their knowledge will enrich other students throughout the school and the presenters will have opportunities to have their hard work validated (and get great public speaking practice,too). Jeff Wallowitz, Kensington, CT

~~  Use the Tribond (game) cards to help students think in relationship to classifying items into categories (cross-reference). It makes a great starter activity.  Kim Suedeck, Harlem H.S., Machesno Park, IL

~~ I put each student's name on a tongue depressor, mix them up and pull one out to call on students. It always keeps everyone on their toes and it gives everyone an equal chance to be called on.  Mike Owens, Louisiana School for the Deaf, Baton Rouge, LA

~~  A "fortune teller" makes a unique vocabulary guide. Susan Ekstrom (no city)   [before you all email to ask, I think she refers to what has also been called a "cootie catcher" or those things we made as kids where you fold the paper in by the corners, flip it, fold again and you make a little fortune teller used with the thumb and forefinger of each hand]

~~  The "name card method" for questions. Put all student's names on cards. Pose the question. Have kids think, pair up, share, then pull a card with a student's name to answer the question aloud. Robin Johnson, Shirland School, IL

~~ Group students by different stickers when you hand papers back to them. This way students are already in groups and there is no arguing or left out students. Brenda Paquin, South Beloit High School, IL

~~  While in Monroe, Michigan last month I spotted this tip in their elementary library - Fill a large coffee can with those foot long wooden paddle / stir sticks that you get with every gallon of paint you buy.   Students use them to mark their spot in the stacks when they pull out a book.  Now they can re-shelve books themselves as they know right where the book goes.   

~~ (both of these might by called "parent tips")My 6 year old son is easily distracted by noise and lightswhich made it difficult for us to study his spelling words at home.  I went to the craft store and got several small bottles of glow in the dark "scribble paint". This type of paint bottle has a pointed tip that dries slightly puffy off the paper. I used this to write his list of spelling words.  Now we study them together in his room at night, in the dark, in our jammies.  It's fun, different, and sure keeps his attention focused. 
 
~~The other thing I do with his spelling words is we make index cards or lists with the words on them and we "post" them in various places around the house all week (on the refrig, the bathroom mirror, the back of my seat in the car because he sits behind me when he is in the car). The words seem like old friends by the end of each week and we never have to "cram" or study in any kind of a laborious way. Maureen Carter,  Monroe MI

~~  Put a picture in the middle of a large sheet of butcher paper. SILENTLY, in pairs, students have a dialog (on the paper) discussing the pictures.  After a time limit, they rotate to another picture, read the comments and add their own.  The whole activity must be done in complete silence. Martha Verde, Cleveland, Ohio.

~~ Put dry erase markers lid-side down in a cup and they won't dry up so fast.  Mrs. Baker, no city.

~~ Laminate a calendar and write a general overview of what was done so students that were absent always know what was done. Brandi Thompson, Ascension Parish, Louisiana.

~~ Instead of using a time-out chair in your early childhood classrooms, try using a "control chair".  It can be placed in a quiet spot, close to the meeting area.  It serves as a safe place for students to gain self-control in a positive and productive way and gives this form of discipline a purpose. Discussions can take place prior to its use on the meaning of self-control and ways we can gain it.   - Jennifer Kellogg, Whately MA

~~ I make homonym spelling lessons for my students:  they make flash cards with the words and their definitions on the card, so they can see them together and tell which definition go with which word.  - Dorothy Chandler, no city.

~~ Use flannel backed table cloths for bulletin board covers.  (you can get them at clearance sales).  Depending on what design is on the tablecloth, you can use it to generate questions (eg:  what is the fraction of fruits vs vegetables? How many parallel lines do you see?)  The only caution - be sure to use the straight staple remover instead of "jaws" so you don't tear it. Marilyn Roberst, 4th grade, Amarillo, TX.

~~  When students work with groups give each group two cups to stack. One red, one green. Green means 'go'. Red means 'stop'. If students need your assistance, they put the red cup