Maintaining that spark
How do I continue the joy?
CRACKLE
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In the classroom, there is predictability because of the schedule. However, when adding an element of surprise or activities, it adds excitement into the classroom. The students notice when things are out of the norm and they are always happy to participate when there are new and different activities!
Artifact:
Math Game Videos: "What shape am I thinking of?"
"What shape am I thinking of?" was a way for the students to practice identfying shapes without the typically worksheet or fill in the blank assignment. By creating a guessing game, I was able to generate some novelty in reviewing the Math concept. In addition, this created a space where students did not feel pressured as they were putting a thumbs up when they were ready since the focus was on participation.
"What shape am I thinking of?​":
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We played a Math guessing shape game to review the different shapes that the students learned (i.e., hexagon, pentagon, quadrilateral). While playing this game, the students used their thumbs when they knew what shape, as a way for all students to feel comfortable. This shape review game increased engagement and was a way the students quickly discuss what we learned and remembered about shapes. In addition, it was a way to provide direct instruction to students who needed help with the shapes. I reviewed the same concept just a different way the next day (2/4). Students were staying engaged while practicing the same skill in a fun way. In addition, having students put up a thumb when they are ready was a way for students not to feel time pressured. As they were sharing their answers, I highlighted participation since I wanted all students to feel included and valued, rather than focusing on just the answer mentioned in Wood et. al (2019, pg. 3).
I have noticed that mentioning learning about the shapes as a game increased the excitement. It grabbed the students' attention as they love anything which involves games since this is a "pleasurable activity" for the students creating a playful space (Oldridge, 2019). This kind of activity is not one we do everyday, so it added a surprise to the class.
Keeping the students surprised with
Math games:
"I have noticied how the students are listenting and practicing some important skills. Nice job making shapes into a game!"
"You increased time engaged in learning."
C.L.
C.M.
Science found in Holidays
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The week prior to December break was the perfect time to teach different Science contexts. Since many of the students were sharing their Christmas trees that they had decorated over the last few weeks, by showing them on their Chromebook, it was the perfect topic to teach about the Rockefeller Christmas tree. The lesson started by asking the students how many lights they think are on the tree and one guess was a million lights. When I told them 50,000 lights, I remember seeing some shocked faces. I saw one boy turn to his mom to let her know what he just heard. In this case, I could tell by the smiles on their faces and eyes on the screen that they were ready to go to learn about the tree. I continued the lesson by sharing the history of the tree and showed the images throughout the years. I think that what made the tree seem more real to the students was the live feed of what the tree looked like with the lights and with people ice skating near it. Students brought up connections whether it was that they have been to New York or that they know someone who is in New York. The lesson continued with true/false questions which is something the students enjoyed throughout the year. I had some pictures of my family at the tree and the students enjoyed looking at these pictures and asking me questions. This became a meaningful Science lesson as it connected with students' knowledge and experiences making it personally relevant (Fredricks et. al, 2004).
The Science lesson continued the next day with learning all about candy canes. We had given the students candy canes in their holiday treat bag so they had the same commonality and something they could draw on as prior knowledge. Also, many of the students just simply told us, “I love candy canes", making it even more fun to learn about the history of candy canes, the process of candy canes and even what happens when you put candy canes in the microwave. They were ready to try this after class.
When creating these lessons and different activities for the students I realized that when I am excited and interested about the topic, it creates the same feeling towards the students. I learned that students feed off our energy. In addition, when I feel passionate about something, the students are more likely to follow.
Artifact: Holiday Week Slides (Tree and Candy Canes)
"I love all these ideas Morgan!"
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"I am learning as much as the students and great thinking especially before winter break!"
"This is so cool!"
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"I love candy canes!"
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C.M.
Keeping the students surprised in
Science:
All these Science lessons are different than the usual Science content. The students enjoyed learning about Science relating to the holidays and enjoyed the different games and activites throughout. The students did not know what the different Science lessons were going to be about each day which added another surprise element! These fun and different Science topics added energy to the classroom.
Students
"The science lessons were fun ways to implement both Science and the holidays with trivia questions and showing pictures." -C.M.
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"An effective learning environment is made up of an effective learning environment and high quality instruction" (Smith et al., 2015, p. 2. )
Time to be chemists:
The three day Science lesson all had the same focus in mind (Standard: 3.2.A4), for the students to become chemists and make observations and predictions about different experiments. The lesson was centered around solubility with observing substances' dissolving. Initially I was worried how this lesson would go, since the student would not be able to mix the substances together or physically see the different mixtures. Therefore, I thought this passive role of watching through the screen would cause students to become bored and disengaged. However, as I started the lesson, I told the students how excited I was for them to be chemists today and just like chemists they would have to make observations and predictions. But, in order to do so, they have to pay close attention to what chemists do. Setting them up with this energy and creating these expectations around what “real chemists do” was a way to change what I initially thought would be a passive experiment into an active one. By putting the different cups of mixtures right up to the camera, the students were able to see what was happening, co they could observe and predict. As I was using everyday items like salt and pepper, students said they were excited to try to mix all the different substances together and see what will then happen.
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Looking back, I realized that students telling me about the more they want to do with this topic, demonstrates how they became invested in this experiment and were curious about what else would happen. Their curiosity is something that is so precious and something that should be fostered. Therefore, these Science lessons allowed the students to ask more questions and continue to wonder. This activity described by Kohn (1996) helps create a, “Engaging curriculum and a caring community….”(pg.19).
Artifact: Mixture Powerpoint Slides
Since being online, Science is not the same as it would be in person. It is typical for the students to watch experiments from videos which is why watching me perform the experiments and the students acting scientists was a way to give the students more voice during the lesson. The students were able to make observations and predictions throughout and the experiment with the mixtures was one they have not seen before.
"Great job matching the standards to the activity. The students enjoyed watching what was going to happen as you mixed the different substances."
C.M.
“Great Job Morgan with the reading lesson!!! Excellent job switching the tone of your voice! You got my attention!!!!”
C.M.
"You did a great job at changing your voice (whispering, pretending to tell a secret) in order to get their attention. This really worked!"
Voice:
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Another way engagement occurs is by switching my voice and my tone. I realized that when the students notice something is different, they tend to pay attention. It is noted that, "Tone of voice can exert a powerful influence." (Cambridge, 2019). For example, this occurred during the Reading Workshop.
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Engagement is not always about making the most elaborate lesson or teaching about the most interesting topic, it can happen in the simplest of ways. I am cognizant of how important my role is in drawing students into the conversation or bringing their attention back. I understand how much is expected of students every day and the challenges posed by sitting on the zoom screen for hours, which is why the little things that I can do to change the predictability goes a long way in that, "Children are very sensitive and respond viscerally to the tone of voice" (Cambridge, 2019). This change in tone drew students back in.
Keeping the students surprised
through changing my voice:
C.M.
Journal-(2/22)
"Today we continued comparing different versions of Cinderella. Last class, engagment was low when sharing out so I switched it into a game where students were able to call on one another and pass the virtual ball. I felt this went better and I enjoyed having the students call on one another leading to more participation."
This journal entry highlights how activities that are different from the norm excites the students. This was the first time we played virtual ball game and through introducing something new when sharing responses, the students were more excited to share out rather than just sharing out normally. Through this game, I realized the value of introducing something new in the classroom.
Virtual Ball Game:​
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In order for students to listen to their peers, we played a virtual “pass the ball game”. As students were answering questions about how the different versions of Cinderella are similar or different, students would throw the virtual ball to their friend. When playing this pass the ball game, the students had to listen to who already answered the question, as well as who was throwing them the ball in order to be ready to answer the questions. Some of the students were invested in the game as they were throwing the virtual ball and pretended to throw the ball in different ways and even dive to catch the ball. This activity was one that I did not plan for, but one I decided to do as I noticed during this time that the students needed something to make talking about the different Cinderella stories a little more exciting. I learned about this virtual ball game during a workshop session and was not sure how or when it could be used. However, one of my peers used the game during a lesson and she told me how much her students enjoyed it which made me more eager to try it.
After playing virtual throw the ball, I realized that even though the students did enjoy this, not every game or idea I introduce will be successful. However, it is important that I remain open minded and continue to try new ideas.
"That was fun. It was like we were throwing the ball to our friends in gym"
Student
By about December, I noticed zoom fatigue among the students. They were becoming quickly distracted and not putting in 100% of their effort into classwork and assignments. I knew that it was important that I just did not blame the students or get upset, rather it is my role to try and figure out the why behind the behavior and better understand what I can do to alleviate some of the zoom fatigue. I thought about how I can create a space inside and outside of school where students are excited to learn and have this curiosity and mindset. I began to think about what it means to be a caring teacher as included in Kohn (1996) in that, “They think about how what they say sounds from the students’ point of view. They respond authentically and respectfully….” (pg.12).
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I noticed zoom fatigue and thought about what else can I do!!