best practices

What My Trip to the Magnolia Silos Taught Me About Teaching

My husband and I visited Waco to tour all things Magnolia back in June. It was an amazing trip — I love going on trips to new places because I can let my brain relax, and I feel so inspired. Magnolia was no exception – inspiration is everywhere. So, I said I can let my brain relax, but what really happens is that it just gets filled up with all kinds of new ideas at every turn because of all the awesomeness around me. Chip and Jo have truly built an empire that personifies their greeting “Welcome Home.” If you read my previous blog post where you toured my classroom, then you know my classroom theme is the journey, but it’s focused on reminding students that home is at the center. It doesn’t get much more perfect than that for inspiration. So, here’s what my trip to Magnolia taught me about teaching – and you’ll see that these are things I can do in my classroom, changes and implementations and thought processes that require nothing from admin or anyone else – just me.

Make my classroom a place where “Everyone has a seat at the table.” The first place we visited on our trip was Magnolia Table, the newly renovated restaurant. We had, of course, watched the episode where they remodeled it, and I remember Joanna discussing how she wanted it to be a place were all people could come together and enjoy great food and great company. The restaurant is beautiful, as expected, and she has a variety of seating arrangements. Above one of the larger community tables is the beautiful metal artwork sign made by Jimmy Don that reads, “Where Everyone Has a Seat at the Table.” It has a huge presence in the restaurant, and it spoke to me immediately. The students who come into my classroom are from all different families, friend groups, backgrounds, experiences, and ability levels. Because we are a very small, rural school, a lot of times we do know each other’s names at least, but when I think about a table symbolically, there’s so much more there with that idea. To me, it reminds me to get to know the students beyond that and see from their point of view, and I want them to do that for each other, too. I want to invite all voices to speak in discussion. This one is especially difficult because students are so shy or uncertain or they think what they have to say isn’t good enough. I work for weeks getting all kids to open up. Sometimes I have to just sit and wait – it’s that important. When I make worksheets, I need to represent as many different types of students as possible. Reading selections should be carefully curated so that all students have an opportunity to see themselves and see others. I want them to know that when they walk into my classroom that they – each student as an individual – has a place.

Take something that seems like it’s nothing and make it great. If you watched Chip and Jo’s show, Fixer Upper, then you know they are in the construction business to buy houses and fix them up to sell. Many of the houses they have chosen to remodel have been forgotten by the masses. Nobody has “the guts to take on a fixer upper,” so these houses with beautiful bones are just rotting to the ground. My husband and I do some work with construction and remodeling, and often times we get into some we want to run from. But, we have to step back and see the potential- it has good bones, they say. This one hits home hard when I think about the students in my classroom. From struggling learners to excelling learners to the well-behaved student to the trouble-maker, there’s always something that can be transformed in them. It’s when I had the struggling learners for so many years that it sometimes became hard to even want to look for the potential. We sometimes want to run in the other direction or complain about what students come into our classroom. Eventually this became my prayer: God, place the students who need me to see them and their potential in my classroom and give me the grace and strength to get the job done. Any kid who comes into our classroom has the ability to grow and be transformed, and we have to be willing to pick up our tools and go to work. I don’t want to run from the challenge, but rather I want to be part of the before and after – the amazing reveal – at the end of the year. I’m honored to have been selected and placed in the role of having a small part in helping to build these students into who they will be someday.

Seek feedback and put it to use. At breakfast, we had a lovely conversation with one of the managers who was a friend of Joanna’s mom. She, of course, asked us about our breakfast (which was amazing. More on that later.) She told us that since they are relatively new to the food industry, they are always learning. Part of that process, she said, is gathering and implementing feedback. At Magnolia, they ask visitors to give feedback via their website, and they have learned everything from how to improve processes to what new items to add to the menu. One of the things I’ve learned over the years is to ask my students their thoughts on lessons, assignments, projects, the novel excerpt, etc. So how does that look? After we finish a lesson, I ask them what else do they need to know or do to have it. After a virtual discussion with them on their thesis checkpoints, I’ll ask them was that enough help. Do they have enough info to go forward? After we finish a project, I’ll ask them was it interesting, helpful, useful, etc. I ask them what works and what doesn’t. Some responses aren’t helpful, but most actually are. I genuinely want and need to know what I can do to help them. Plus, this process helps them to help themselves, too. The process of me asking for feedback teaches them not only how to think critically from outside an assignment, but it also shows them that I genuinely care and value their role in their own learning and in my teaching. It lets the wear the teacher tool belt, of sorts.

Differentiation is a must. I have been having health issues for some time, and at the beginning of the year, I found out that I was going to have to change my diet completely. I am now 100% gluten free, and I also have to stay away from certain foods that aren’t low FODMAP. It has been a process, and in many cases I can’t enjoy what others are eating. So, when I’m traveling I’m always apprehensive about what choices I’ll have. Magnolia is obviously largely about enjoying food, but I had just planned to make the best of it. To my surprise, Magnolia Table has several amazing gluten-free options and so did the bakery! I was thrilled to be able to have the french toast and the avocado toast at breakfast (we ate there twice LOL). This was amazing for two reasons: french toast is my favorite breakfast dish and the avocado toast was one of Jo’s specials. Then we visited the bakery, and while I didn’t get to try the “wow” cupcakes (according to my hubby), I was able to select from three tasty cookies. Even one of the food trucks on the lawn at the Silos had a unique option for me to try. Now, not every dish was available in gluten free; no cupcakes were either; and not every food truck was able to make a gluten-free creation. The fact still remains, though, that some of the most important items had been differentiated. In our classrooms, differentiation is important because some kids have specific needs that must be met differently in order for them to be healthy – educationally speaking. One size certainly does not fit all when it comes to instruction. We have to offer a different creation that they can digest. That is not to say that everything we do needs to be created all anew. If I did that for every class of 28-34 students I had for three sections, I wouldn’t survive even one semester. It is not feasible to make 20 different flavors of this or that or 20 different math worksheets. What we can do is recreate what is necessary, and work to provide extra support and options on other items where time, energy, and personnel allows. Menu boards, task cards, video links, pre-annotated texts, or dictionaries all provide differentiation in ways that make it possible serve all learners without exhausting yourself. In some cases, we may even have to face that not all students will complete all tasks – but what we can ensure is that all students complete the task that allows him or her to grow and feel fulfilled.

Give them an experience. One of my biggest take-aways from my trip to Magnolia was the feeling of the environment. Not only was everything beautifully created and designed (and I loved all the shout-outs to books and literacy), but it smelled good, and it was clean. Most importantly and impressively, though, at every door there was a staff member to open it for us, smile, and say hello and welcome. Welcome. The feeling of being invited and wanted. I want my students to know they are welcome and wanted. Like I said before we are in a very rural area where many students live in transient housing and family lives are unstable, but that could be true in any demographic. Students are in my classroom for just a short time each day, but I want to be there to welcome them and let them know they are wanted. Your room doesn’t have to be beautiful or amazing, but a nice smell along with some sense of cleanliness and order does help the learning experience. It is often over-quoted, but the old saying of “People won’t remember what you say, but they will remember how you make them feel” is so true. Welcome home, students, welcome home.

As school starts soon for me… it’s almost #demoday! In fact, aren’t we all just a bunch of fixer uppers?

Sign up for my monthly newsletter – “Teaching Tidbits” – that is delivered directly to your email inbox each month. Each month you’ll get announcements, tips for teaching, updates on new and revised resources, and, of course, an email-only exclusive FREEBIE!

First Name Last Name E-Mail Address

A Formula for Successful Writing Instruction Series: #1 Planning

A couple of years ago I did a series on my formula for classroom success. It entailed topics like classroom management, planning, organization, etc. You can check all those topics out here. In those years since, I have been developing a resource and a series that defines my formula for a different topic: writing instruction. I get asked all the time for help and tips for how to teach writing, and I never really knew how to answer my colleagues who asked me to pinpoint what I did. I’ve seen success with my students’ writing in my classroom over time, and I’ve had successful writing scores on standards tests. But what really makes good writing instruction? Where do you even begin? How do inspire students to write… to buy in? So in the past year or so I’ve made a conscious effort to consider my practices and process when it came to writing. What I realized was pretty astounding and simple at the same time. I hope that by the end of this series (over the next several weeks) that you’ll feel empowered and recharged and ready to tackle all those writing standards.

I’m starting the series with the planning piece because I think that’s like the atom in science – it’s the basic fundamental piece that must be studied and addressed and understood before moving on. I like to plan, so for me that seems natural and naturally exciting. Others might like to dive in head first and just take off and see where it goes. However, the problem with that approach can lead to derailment along the way in the form of running out of time for critical pieces of the process. No plan is ever perfect; we do certainly have to be fluid in the process, but ultimately knowing where you are headed before you take off is the best course of action. If you are ready to join me on the journey to successful writing instruction, here are the five pieces I start with each semester when I start to make my curriculum map.

1) So, what did I realize? I won’t keep you waiting until the end of the post for the answer to this one. I can’t, really. It’s just too big of a deal. So, here goes: Writing isn’t just something I throw in every now and then or when I’m mandated by the central office. It isn’t an after thought when I’ve finished my “big unit” or have a few extra days somehow. It IS the big unit: three of them in fact. They are also known as narrative, argumentative, and explanatory. With that said, planning begins with the end in mind. Shape your units to the modes with essential questions and outcomes up front. For me that pans out to a narrative unit, followed by an argumentative unit, and ending with an explanatory unit. (I do a research project in correlation with my book clubs study. Read more about that here.) Here’s a snapshot of the pacing I guide I use with my juniors. A similar (and editable) one is included in my writing curriculum.

I choose narrative first because it is the least restrictive mode, and it allows students to step into writing without all the formality. They can just use their imaginations and let it flow. I can cover some writing fundamentals that carry over into the other units like writing strong hooks, word choice, and even touch lightly on textual evidence without them feeling so stressed about getting the content right. What I mean by that is with narrative writing, they aren’t trying to analyze a scientific text or refute counterclaims with a certain precision of logic. Those restricting elements are off the table, and for the most part, students can just write. It builds confidence. Also, as part of the pacing guide, I develop a list of words that are critical for each unit. I pass those on to students in the form of a vocabulary list. We go over that list before we even start each unit, and I quiz them over the list, too. The vocabulary of a mode is critical. We can’t have conversations about writing — narratives, hooks, counterclaims, thesis statements, or citations — if those words are foreign to students. Teaching the writing vocabulary up front builds students’ writing schema and confidence.

2) The next piece that I look at when planning my writing units (aka year) is the anchor texts that will ground each unit. Since no English curriculum is complete without literature and nonfiction — and all curriculum guidelines and standards include them — they play a critical role. I don’t want anything to feel random, and I don’t really have time for that either because I’m on a block schedule, and every minute counts. I select one anchor text per unit. These texts are from my department reading guides, textbook, standards, etc. I pick grade-appropriate selections that will make the most impact – ones we can dig into for days and even pair smaller texts with when time allows. Speaking specifically about my junior class, for the narrative unit, in the past I’ve read a variety of short stories: “All Summer in a Day,” “To Build a Fire,” “The Pedestrian,” “A Rose for Emily,” and so on. It just depends on what group I have in front of me, how much time, etc. For my argumentative unit, I pick a strong argumentative professional model, usually from the canon. We most often read Patrick Henry’s “Speech in the Virginia Convention.” The explanatory mode is so much more wide open than any other mode. I usually pick a text that needs to be covered for its literary value and is dense enough to develop many different topics and material for evidence in essays. Usually, for my juniors, that’s The Crucible. Since I’m covering these texts as anchor texts and I don’t usually cover any other texts in class outside of these units (and my book club text), they must be solid. Quality over quantity will win out every time in my book, so I must choose carefully. Plus since I am using these texts not only for writing anchors and models, but also to cover many reading standards as well, these texts are the units inside the units, and I have to plan to give myself space in the calendar to cover them adequately enough. That can be 1-2 weeks, more or less. To close the study of the professional anchor text in the given mode, we do an activity that I call the “Author’s Toolbox.” Here we change hats. We take of our “reader’s hat” and put on our “writer’s hat” to see what tools from the professional writer’s toolbox that we can “steal” for our own.

3) A planner’s job is never over it seems, but you can’t stop the clock until you’ve also thought about what prompts your students will write. Since the units are anchored with texts, you may choose to have students write in response to those texts. I think that works very well in some cases. I have students change the ending or resolve the suspense or write from a different point of view in the narrative unit in response to the short story. In the explanatory mode, we explore the causes and effects of mass hysteria in The Crucible. Prompts must be chosen in a way that requires students to respond to a text, not just repeat what was covered in class. Often, with my argumentative mode, I’ll pull in two or three new short texts entirely and have students perform their skills cold. Plus, I like to mix up my prompts in different semesters to prevent plagiarism and keep up-to-date. It just depends on your scenario, time allotment, and objectives. I did have a curriculum adviser once remind me in planning a prompt that there is a difference in prompts designed for writing assignments and prompts designed for writing assessment. Long, dense prompts might work for the culminating writing assignment of your unit but not for a writing assessment. We want to set students up to perform their skills successfully and purposefully, not set them up to fail.

4)Possibly the easiest to plan for is the time students will need to compose the assignment. I do give my students time in class and out of class to write. I like to see them writing, so I can observe their process. This also helps if you wonder if they are really doing it themselves or not. As part of this time, too, I schedule intermittent deadlines. For my argumentative unit, for example, the first deadline comes soon after the task has been released: the thesis statement check. I also schedule time for conferencing with students while others are composing. This usually takes one or two days, and I’ve recently started doing this via Google Classroom. Students submit to me, and I can leave suggestions to them in real time. In my timeline, students are usually writing a 500-750 word essay over the span of three-four class periods and one weekend. It’s also important to note here, too, that you do need to go ahead and think about charting off time for students to reflect and revise after the scores have been returned.

5) Last, and maybe the most overlooked is planning some time for you — not to get a manicure, at least not yet 🙂 — but to grade all those essays coming in. IF you can grade during school hours, that’s what I would suggest. I know it’s not always possible, but if you can plan to show a movie that coincides with your unit or one that might replace a novel you won’t get to cover, that’s an easy way to get yourself some time at work to grade essays. There are so many ways to use movies meaningfully in class, so students are learning and standards are being covered. Another idea might be to pull in a project for students to complete or maybe an informational hot topics text lesson. You may can’t give yourself but a day or two, but something will help with that load.

It may seem odd that I would start a series on successful writing instruction with a post that had really almost nothing to do with the actual instruction. However, that’s coming, but this content really is the secret. Good writing instruction is based on a good plan. Not the kind of plan that says, “Oh, I’m planning on doing it”… but never really getting around to it! But rather the kind of plan that gets you going in the “write” direction for the year. Every piece of what I do builds on the other and connects and flows. Without a plan, that wouldn’t be possible. I read a quote once that said, “Don’t tell people your plans. Show them your results.” I disagree with that. I think you should show people — your students — your plan, and that is what will get the results.

Follow to Post #2 and Post #3 here!

Be sure to get this blog straight to your email, so you won’t miss the next post in this series: The Writer’s Notebook. (Find the big SUBSCRIBE VIA EMAIL button up top on the side!)

And….. sign up for my monthly newsletter – “Teaching Tidbits” – that is delivered directly to your email inbox each month. Each month you’ll get announcements, tips for teaching, updates on new and revised resources, and, of course, an email-only exclusive FREEBIE!

First Name Last Name E-Mail Address

What I Learned About Test Prep from My Handgun Permit Class

Last week I took a handgun safety/permit class. My husband had accidentally let his expire, so we did it together this time around. I wasn’t super sure it was something I wanted to do, but I accepted the challenge. While I was taking the class, it dawned on me that I really hadn’t been a student in a really, really long time, and I’m really glad that I had this opportunity. As a result, after the second day of class, which was the performance test, my head was swimming with ideas for this blog post – super fitting for this test-prep-time-of-year. Thus, I’m writing this blog post from the point of view of a student, but I’m going to throw in a few teacher take-aways along the way.

Practice – Prior to the class, my husband prepped me some at home with the firearm. We practiced what I needed to know for the performance part of the test because that was the hardest part. He set up a target in the back yard, and gave me a quick tutorial of what I needed to know about loading the gun and shooting at the target. The whole time we were shooting the wind was blowing, and the teeny, tiny target he set on the ground fifteen yards away kept moving. Honestly, it wasn’t doing much for my confidence level. He assured me I would be fine, and we wrapped up the practice session. It wouldn’t be until the performance piece of the test that I would realize the value of the level of “hardness” of that practice session. The instructors of class also provided a run-through of the performance segment of the test, too, and in that exercise we learned that we would be shooting a target much closer than what my husband and I had practiced at home, which was actually good news. And when we got to the range, we saw the targets were posted high and steadily on a board.
- Teacher Take-away #1) Once at the range, I felt really prepared for the actual test because I had practiced with someone who knew the test. My husband had already taken it once, so he had an idea of what would be expected. It’s really hard to prepare for something unfamiliar or unknown. That gave me confidence in him as my tutor, and it allowed him to teach me what I needed to know to be successful. Anytime I can go to training for assessments that my state offers, I do because knowing what’s expected is half the battle.
- Teacher Take-away #2) We practiced at home with circumstances that were way harder than the actual test, and I think that was critical. If I had practiced with something too easy – which it isn’t in my husband’s nature to let me off the hook anyway – then it would have been very likely that I would have struggled with the actual test. It helped tremendously that my practice session was set up harder than the real thing. I don’t test my students in class with the easiest prompts or questions. In fact, I go overboard sometimes with the difficulty level, so I can truly push them. Then, when test day comes, they are relieved at how prepared they were.
- The left picture below shows what my husband had set up for me at home…. and it was so windy that day, so the little yard sign with the little orange dot was waving in the wind. The right picture shows the targets at the range, and you can see the other people back there setting up. Look how closely they are standing and large the targets are!! LOL!

Vocabulary – During the lecture segment of the course, one of the main components the instructors focused on was the vocabulary. As a student, this was really important for me because I didn’t really know all the terminology I needed. It may be odd to consider that I would even need vocabulary words to be able to handle and shoot a gun properly, but it really is key. For example, during the performance test, the instructor told us to load our magazines and hold them up. In my domain, a magazine is something you read. In this very different domain, a magazine is what holds the ammo. Without an understanding of the vocabulary for this domain, I wouldn’t have known what to do. The vocabulary also showed up all throughout the standardized test, as well, and it either helped me choose the right answer or eliminate wrong ones.
- Teacher Take-away: I had to know the terms in context in order to understand what I was expected to do on the multiple choice test and at the range. On some of the questions I had to use process of elimination with the answer choices based on the vocabulary. I am also thankful we covered key terms because many of them were used in the questions. The same is true for state standardized tests; without an understanding of crucial vocabulary, students may not even be able read and understand the questions. And it’s really important to learn the words in context. I rarely give my students just lists of words to memorize; we take words from the texts we read and do a lot of work with context clues. I use this list of vocabulary words for my high school English class.

Scenarios – For someone who hasn’t been in a situation to use a handgun or need one (and hope I never am), it would have been really hard to work through some of the questions on the test since all this was pretty foreign to me. A key component of the course, along with the vocabulary and hands-on demonstrations, was the use of scenarios. They not only gave scenarios for when to use a firearm, but also when not to use a firearm. For me, it helped me not to just memorize the information, but I was truly able to internalize it, and I still remember those scenario/stories days after the test.
- Teacher Take-away: Brain research says that teaching strategies such as role playing and storytelling are effective because we remember what we are involved in, and the brain remembers stories because they are connected together with a beginning, middle, and end. When I giving examples and demonstrations to my students as well, I try to bring in examples and non-examples to show the actual target.

The Right Tools – During practice at home, we used a semi-automatic. I wore protective eye and ear gear. I practiced my stance and how to hold my hands. I loaded the gun myself. When we got the class, some people shared they had practiced with revolvers, and some shared they hadn’t previously practiced at all. The latter wasn’t really as big of an issue as the first. The instructors wanted everyone to qualify with a semi-automatic because they can shoot more rounds, and it’s faster since we had so many people in the class. So, the people who had practiced with a revolver prior or who had already been shooting and developed bad habits struggled quite a bit during the exam.
- Teacher Take-away: When we do practice for testing (because that really is a thing that must happen), we must do so with circumstances as similar to the real thing as possible. When my students take a practice writing exam, I run copies of the lined paper they will actually use. I set timers for the exact time limits. When we can, we even go test in the same rooms. The unknown and unfamiliar can be uncomfortable, and I want to eliminate as many curve balls as possible.

Encouragement – My instructors and husband were so encouraging and uplifting the entire time. They weren’t worried about failure, but rather so confident of success. I needed that because I just wasn’t so sure of myself. I tend to fear failure, and I can let it get the best of me – to the point I shut down and won’t keep trying. Thankfully, their positivity and confidence helped me do my best.
- Teacher Take-away: I am very guilty of pushing too much – review, practice, review, practice, review, and so on. I don’t mean it to seem this way, but I think that can convey the message that I don’t have confidence in what students already know. So, this year I packed up my intimidating, draining test review materials and made a conscious effort to use games and positive projects to keep my students’ self-esteem built up. And words. Just the power of positive words. Take a look at this lesson that I created earlier in the week with some words to inspire.

Going into to the class, I knew there would be a standardized test and performance test. So, I had to concentrate and focus, even if it was at the end of a long day and even if it was going to be a lot of new material that I had to learn quickly. Honestly, I was nervous; in fact, a wave of anxiety hit me when the instructors were handing out the test. I thought, “This is exactly what my students must feel like.” I hadn’t been in this place in YEARS. I am really glad that I had this opportunity if for nothing else than that reason alone. Sometimes we forget to put ourselves in our students’ shoes, and that paradigm shift was just what I needed to help me help my students through this testing season.

What do you do to help your students de-stress before the test? Leave me a comment below!

Benefits of Using Task Cards at the Secondary Level

Using task cards at the secondary level can be hugely successful. Interestingly, I was using “task cards” in my class before I knew they were called that – and way before they looked so cute! If I needed to guide a particular group on a topic or break up the assignment, I would often just grab some colored index cards and a sharpie and beginning assigning the tasks, differentiating, or reviewing! Now with the wonderful world of technology 🙂 and access to tons of programs, task cards can come in any form or fashion. Here are 5 ways and reasons to use the task cards strategy at the middle and high school level.

#1) Differentiation and Scaffolding: Task cards offer teachers and students many benefits. Teachers need easy, but effective ways to meet the needs of all students who come to the table with all different ability levels. Task cards can easily be used to tailor instruction and reinforcement to those needs.

–You choose who gets which card, and that can be done without the students’ knowledge of that choice. All of my response to text task cards are written in two levels and are clearly labeled in the file. Pictured below are two examples from my poetry and speech task cards. If you head over to my TeachersPayTeachers store, you’ll be able to get a couple of these free in the preview file.

– One directive per card helps students focus.

–If students or groups of students are working through a set of cards, they set their own pacing. Here different groups of students are analyzing poetry, but one group only has one card, while the other group has two cards.

–Some cards can have suggested answers or clues, while others are more open-ended.

–Some students or groups can be assigned one or more depending on their needs.

– Task cards just by their nature provide individualized instruction and scaffolding because they allow for effective chunking of material. For example, when I teach writing, we use task cards to guide analysis of model papers during the pre-writing process and task cards to provide directives for revision and editing during the phases of the writing process.

#2) Discussion & Collaboration: Classroom discussion is very important for classroom culture but also for understanding. I believe students need to read about it, talk about it, and then write about it. Task cards provide a direct focus for talk topics where needed.

–Students can see cards first to prepare individually before small or whole group discussion.

–Guides whole group discussion. Take a look at these fun Emoji Accountable Talk Stem Puppets They offer a accountable talk stems for students to respond to or use during discussions.

– Can require students to produce a larger product together. For example, if you want students to write a paragraph, give each group a task to complete a certain section of the paragraph. When they put their work together, they have a complete product.

– Can even be used with large class sizes. See how I make it work:

#3) Games and Review

–Play traditional games (board games, card games, beach ball toss, etc.) with task cards for your subject. Below students are reviewing ELA vocabulary using vocabulary cards from my 100 words every high school English student should know pack in order to move their pieces around a game board I whipped up for fun. Give each group a set of task cards, and in order to take a turn, each student had to answer a question on one of the cards. The rest of the group had to agree with the answer before they could move on. Groups or students could also have a recording sheet that they turn in or use as a study guide.

#4) Gallery Walks, Scavenger Hunts, Quests. and Stations: Lessons that involve movement can sometimes be overwhelming to create and produce, but for Kinesthetic students especially, movement enhances learning. Pretty much any student, though, enjoys the opportunity to move around during class. Task cards make these types of activities much more attainable because they are easier to create and/or manage.

–Cards are posted around the room/hall for a gallery walk. Never tried a gallery walk? Want some fresh tips? Click over to take a look at this FREE video tutorial where I explain how to set up and manage gallery walks.

–Assign students certain numbers to complete or do them all.

–Set time limits.

–Students record answers on sheets.

– Use them in stations or centers. Here’s a quick video where I explain how I developed impromptu centers using my poetry task cards in station rotations. Get the FREE poetry recording sheet here.

– Add QR codes for a self-checking function or to add a quick video tutorial.

#5) Going green with task cards The trend is certainly moving toward more technology in the classroom that is student-centered. Task cards offer so many opportunities for teachers to convey both lesson content, practice, and assessment because they are so flexible.

•1:1 schools

•via Google Slides or Google Classroom in the lab, group device, or on their own devices. All of my response to text task cards are now available in Google Slides format. You can get them here.

•Nearpod student led or in homework mode.

•Classflow with student response systems or on their own devices

•Kahoot for whole class review and gaming. I love putting my Real-World Grammar Fails Task Cards in Kahoot to use at bell ringers or fun test-prep review! They come in large pdf and large jpeg mode for easy uploading in this format, so there’s no extra work for you. See more about my experience with Kahoot at this post!

•Single iPad used via Apple TV to share task card work. Below students were correcting sentences with some grammar task cards. In order to share with the class, I used the mirror feature on my iPad with my Apple TV, so the entire class could see the original sentence from the task card as each group explained the corrections that needed to be made.

First Name Last Name E-Mail Address

Updated Sep. 2018

What a Couple of Country Music Concerts Taught Me About Teaching

Recently, I donned my cowgirl boots, curled my hair, and headed off to a couple of music concerts that have been on my bucket list for a while – Dolly Parton and Jason Aldean. It just so happened that both singers were going to be playing a short drive from my TN home. I really love music of most any kind, but I suppose my farm-bred roots make my go-to choice country. I grew up visiting Dollywood theme park and listening to southern gospel music and pretty much anything with a country twang. So, to say I was pumped for these concerts would be a huge understatement — a little time away to just enjoy the show. I guess you know you are a teacher, though, when… you can’t even go to a concert without having your classroom on the brain. Well, that’s me; so, here are five teachable moments from my concert adventures.

1) Come Out On Fire and Rock It From Opening to Closing
Both Dolly Parton and Jason Aldean literally came out to the stage on fire. Dolly even came out singing her version of one of my favorite songs, “Girl on Fire.” Jason Aldean emerged from behind of a flaming “A.” The excitement of the anticipation of moment was thrilling, and I was amazed by the attention to detail that the display demonstrated. And, for over two hours both country crooners belted out their melodies and danced non-stop. What does this have anything to do with my classroom? At the concerts, I was captivated by the creativity and excitement of the opening sets, and I believe students like a little flair, too. Even if it’s just a quick video clip, song, or a related image to set the tone, it will amp the mood of the lesson and create enthusiasm. Maybe it won’t be fire and lights, but students do appreciate when lessons are more relatable and eye-catching.

2) Connect with the Audience

Despite the flashy bright lights and smoke and the distance from the stage to the seats, Dolly and Jason Aldean both made every attempt to recognize the audience. Dolly even went as far as to tell us several times that she could see us and how much she loved to see that her fans were standing and singing along with her. Jason Aldean often paused to wave at the cheap seats, and once when he spotted a less-than-enthusiastic attendee who apparently had his arms crossed, JA encouraged him to clap along! Of course, everyone knew the words to the songs, me included, and several times throughout the concert, the performers would turn the microphone outward and let the crowd take the lead. Sometimes when I’m teaching I am so involved in preparing my lessons to meet certain standards, and I’m so driven to prep for tests, that I forget who my audience actually is – real kids. And not only that, but they need to be engaged and involved. I needed to be reminded there must a healthy balance between creation and consumption in the classroom. The “real world” is, after all, a hands-on project.

3) Tell Stories; Make It Personal
Dolly Parton’s music is known for being of a story-telling nature, and so is country music, of cou

rse, by definition. The power of a perfectly crafted song that tells a story packs a punch and lasts in the hearts of the audience for a long time, if not forever. We are drawn in by the pathos, and we get attached to the emotional, dramatic, and sensory experience. Not only do the songs themselves often tell a story, but both artists paused to relate the stories behind several of the songs. I once attended a Marcia Tate workshop where she shared specific brain-based teaching strategies. Telling stories to make a personal connection made the list because it reaches verbal linguistic and auditory learners. I loved hearing the background of the songs and the personal experiences each performer told. My students are no different. I believe any type of learner would enjoy hearing a personal experience (related to the topic) every now and then.

4) Smoke and Lights and Graphics
I don’t know about you, but my classroom is not equipped with any smoke machines, and I

only have three rows of harsh fluorescent lighting. Regretfully, I guess I won’t be having cool smoke and lights, but that doesn’t mean that my presentations, worksheets, and other materials have to be dull and boring. I like to use authentic pictures and even clip art that I’ve made from photos I take. Many classrooms now have at least a projector, and a lot of classrooms have an interactive whiteboard. It takes a little time to plan and create lessons with a little more visual and interactive jazz, but I always find it is so worthwhile. I enjoy it and so do the students.

5) Have Tons of Screaming Fans
Maybe you are smirking a little as you read this one; I did, too, when I thought of it. Oh how nice it would be to have 20,000 screaming fans wearing shirts with my name and picture and holding “I ❤ Mrs. Faulkner” signs in the air. I’ll keep dreaming. I went to those concerts because I love their music, and I am drawn in each time I hear a familiar song on the radio. I go to those playlists on my iPod over and over. In teaching, we often don’t get a ton of compliments or accolades – and no one is making any #1 fan signs for us. Teachers have a hard job and have to be tough, and sometimes students/parents don’t appreciate why we do what we do. Every now and then, though, either when I taught in college or now in high school, a student will take me again for a second course or different class. That is such an amazing feeling to know they came back by choice! And every once in a while, a former student will come back for a visit and stop to let me know how much he/she learned in my class or that mine was actually his/her favorite. I am reminded of a quote by Maya Angelou here, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

Even though my boots are back in my closet now, I’m waltzing into to my classroom this year with my focus on kids and how I can go the extra mile to make learning productive and enjoyable. Dolly closed the concert with her most popular song, and my favorite, “I Will Always Love You.” Teachers teach because they love what they do, and it certainly is a profession that comes from the heart.