teaching strategies

How My Trip to Disney Helped Me Prepare for Back-to-School

My family and I traveled to Disney World back in June, and I hadn’t been there even half a day before I started feeling inspired. For me, school is pretty much always on my brain, so it’s not surprising that it came to mind even when I was on vacation! But, truthfully, there is so much going on at Disney that I couldn’t help but learn from the best while enjoying my time at the happiest place on earth. Many of these things that I noticed at Disney reaffirmed what I’ve done in my classroom for years, but it’s nice to review, revisit, and recap. Here are five ways my trip to Disney helped me get prepared for back-to-school this August.

1) You can have a happy place and still have rules. Disney is known for being “the happiest place on earth.” So how is it possible that the happiest place has rules? Oh, but they do. They want you to move left, stay inside the tape, stand in straight lines, keep your hands and feet inside, etc. Why do they do this? So people are safe and get to do what they came to do. In turn – happiness. They aren’t unreasonable rules and requests at all. However, don’t most of our students – and maybe even the public – think that rules are just for fuddy-duddies who want to put a damper on all the fun? I, for one, believe in establishing rules up front so that it’s clear what the expectations are. I don’t like to make rules that are arbitrary and just have a bunch of rules just for the sake of having rules, but there must be a set of guidelines. In my classroom I typically select 3-5 overarching rules that serve as my classroom expectations – and that are good rules to live by as well. Too many rules, and all you’ll be doing is enforcing rules, but if you don’t have some rules to control the chaos, the chaos will control you.

I’ve had the following three rules hanging in my classroom for 10 years now:

Mrs. Faulkner Rule #1: Own it and stay in your lane.

Mrs. Faulkner Rule #2: Be aware of your surroundings.

Mrs. Faulkner Rule #3: Make a way, not an excuse.

You might notice I don’t have rules about gum, food, phones, etc. Now I do talk about these specific items on the first day. Check out my fun Classroom Rules Emoji Puppets for doing just that! I’ve learned if students are following those governing guidelines above and if I’m doing my job of actively teaching and facilitating each period, we can have a successful and happy place.

2) Schedules, plans, routines, and structure are necessary for things to run smoothly, for things to get done, and for everyone to feel good about it. Disney has everything planned down to the minute, and there is very, very little interruption to the plan. If you think about how much they have going on to make the parks the happiest places on earth, it’s critical to establish and maintain routines. They have a plan for shows, parades, buses, rides, fast passes, rain delays, and more. They even publish specifically when and where the characters will appear. Now think about how much we have going on in the classroom: attendance, lunch count, signing field trip forms, turning in lesson plans, differentiating, signing devices on the wi-fi, providing make-up work, collecting homework, passing out tasks, assigning groups, scheduling conferences, RTI, passing out a Band-aid, and on and on. Imagine if there were no plan for how to take attendance or how to pass out papers, etc. It would be chaos, kids would know you had no plan, and you wouldn’t get anything done. I am probably an over-planner or over-scheduler, but I do have a plan for every minute of my class period, every day of the week, and even an extended plan for the month. I have routines for turning in papers, passing out papers, getting in groups, and so forth and so on. Now, no plan, routine, or schedule is any good if no one knows what it is. That’s why Disney has the published pamphlets up front each day and even an app. The first few days of school, I talk about my classroom routines and schedules. We even practice, so they know what to expect. Some may argue that it takes up precious time at the beginning of the year, but it SAVES so much time later on. Plus, I just work them into what we are doing so that it feels natural. Each week I write the daily schedule on the board, and each day, I go over the daily plan with students before we start the lesson. We are all on the same page that way and can get moving.

3) Kindness and smiles matter. There are so many opinions about whether or not to smile at students right away or be overly kind to them. I would even say that my own opinion here has evolved over the years. The people who work at Disney wear a smile as part of their uniform – and maybe they are just genuinely happy to be there. I mean, if I were a Disney princess instead of a high school English teacher, then maybe I’d be all smiles all the time, too. But I chose to be an English teacher – I want to be there. So why wouldn’t I let my kids know that with a smile? So can you be kind and smile AND maintain a professional image and relationship with students? Absolutely – yes. I am 100% not my students’ friend – not in any way, shape, form, or fashion. That doesn’t mean, though, that I can’t – or won’t – be kind to them. That also doesn’t mean that I have no classroom management either or that I’m crossing any lines or that I’m not stern or won’t correct them. Believe me, I have plenty of lines drawn. Kids of all ages crave kindness, and for the 90 minutes that I have them each day, I need to find ways to show kindness. And going back to the idea of really wanting to be there – I do and I like to see kids learning and hear what they have to say. That makes me smile. They make me smile. So from the first day of school to the last, I greet them at the door and smile. I say please, thank you, and great job, and I really mean it. Smiles are contagious – give one and get one!

4) Have a grand finale, but start with the fire fingers. The best closing show at Disney this year, in my opinion, was the Fantasmic show at Hollywood Studios. I loved all the closing and opening shows at all the parks because Disney doesn’t ever do anything halfway, but the HS park show had several things that really spoke to me in terms of back-to-school. If you’ve seen the show, you know that it opens with lights and music – it’s the best and biggest lead at any of the shows, and so you are expecting something really, really great. Then up from a mountain on a stage far, far away pops up a teeny, tiny Mickey. Granted, it was a live Mickey and not a projection or puppet, but he was so, so small. I guess I was just expecting more. Then several minutes of almost nothing go by and out of nowhere, he starts to dance and shoot fire from his finger tips!! That is a new level of spirit fingers, folks! Immediately, I was in. Why didn’t they start with that? Why didn’t they start with the fire fingers? The lead in was good and it got me interested, but then it was a huge let-down – until minutes later when Mickey whipped out those fire fingers. When I think about applying this experience to my classroom this year, I was reaffirmed that I must start and end the lesson with something great to get my students’ attention. It certainly won’t be fire fingers every time – or ever LOL! – but it needs to be relevant to activate their learning and draw them in – and keep them in – before I lose them. The law of primacy and recency says you remember the best whatever is at the beginning and ending. I’ll carefully plan bell ringers this year and exit tickets with specific purpose and pizazz so they aren’t just a waste of time or means to an end or a way to check a box. For me, that will look like carefully chosen daily grammar practice because my junior and seniors have ACT on the brain. For yearbook, it will be inspirational photos and team building tasks. To end, I’ll be sure to have students review the lesson and make their own connections. The beginning and end really do matter and make meaning. Every day won’t be “on fire” – that’s just going to be a reality – but this reminded me I do need to bring it to the best of my ability day in and day out.

5) Keep the focus and purpose in mind. I went to Disney with my family and two nieces – nine and three. The girls are super familiar with most Disney characters, and those we knew they weren’t interested in, we didn’t spend much time at. But there was one show we went to and about half way through, my three-year-old niece asked, “Who is that?” We all knew who it was and hadn’t even thought that she might not know. At that moment I realized that might be how our students feel when we present knew material to them. Sometimes we take for granted they know it. Because I have a very tight schedule, I can’t afford to spend time teaching material they already know, but I also can’t afford for them to be lost and have to rush and make it up later. So, at the beginning of the year, I always give a pre-test of 100 words that every high school English students should know. These are words from the CCSS, standardized testing words, and other words that are specific to English. Also, it’s really important to share with students the purpose of the lesson or activity for the day. They need to know why they are learning it and how it connects with the larger purpose. I usually explain it so explicitly to them so that they could tell anyone who comes into the class period to observe or anyone they talk to after class.

At the end of the day, Disney is in the business of making dreams come true. But we teachers are, too. In fact, the biggest of dreams are in our hands. What an honor and privilege to have that role in someone’s life. As I prepare for my 2018 school year, I want to make as much a magic in my classroom each and every day that I possibly can. Here’s to a “Soarin’” kinda year, and not a “Hollywood Tower of Terror” kinda one! Share with me in the comments how you prepare for back-to-school!

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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!

Keeping Kids Tuned in at the End of the Year: A Secondary Linky

It’s getting to be that time of year when things get a little crazy – a little sideways. Students – and teachers – are starting to tune out! Join me for a fun recap of some ways to keep students tuned in this time of year. I’m sharing tips for secondary English classrooms, and since that’s where my experience stops, I’ve enlisted the help of other secondary teachers in all subjects to link up great ideas below!

In a middle or high school English classroom, this is an excellent time of year to start that novel you’ve been wanting to teach or to try a new project. So hopefully, these few ideas will make those even more creative for you! Plus, they are all student-centered and standards-based, so the kiddos stay engaged, and your job is easy!

Make It Real – When the CCSS started to roll out and there was so much emphasis placed on nonfiction, I’ll be honest – like many other “old English teachers” – I was nervous about giving up so much class time to that over my beloved classic fiction texts. Now, I’ve changed my tune completely. I love finding nonfiction texts that stand alone and/or that pair with my fiction. And, honestly, the kids LOVE it when they know it’s real. Sometimes I have them go searching on their own for real information – like in my mini research project on banned books in my Fahrenheit unit. Or other times, I’ll pair the info for them and have them dig into the material in class like in my lesson on the LeRoy HS outbreak after we read Act 1 of The Crucible.
Make It Personal – We all know that secondary students can be ah hem… self-centered. So anytime they get to talk about themselves, there’s pretty good buy-in. My seniors just completed my Generational Interview project as part of their reading tasks for the last section of my Fahrenheit unit. They – and their grandparents – really enjoyed the projects and the kids learned so much about their families and themselves. This was an out-of-class assignment, but they did share in class. Now that’s an easy prep! Another way to make it personal and keep kids tuned in is with poetry that speaks to them. In my treating senioritis poetry pack, I’ve selected several poems that draw on students’ personal experiences and the follow up activities ask students to reflect on their past, present, and future.
Make It Interactive – I have to admit that I’d never used puppets in the classroom before with high school students, but now that I have, I can’t stop. I also have to admit that it was partly my students’ idea to conduct the first puppet show. When my seniors read The Canterbury Tales, I had made little cards with the characters on them. I wanted each student to read and research about that character to share with the class. One student was holding up her card and thought she was being funny when she said, “We should do this as a puppet show.” I said, “Actually, that’s a great idea. Yes, we should.” That night I glued Popsicle sticks on the cards and borrowed a puppet curtain my mom had made for my nieces. Voila! The next day we had a puppet show! After that, I let my emoji addiction get a little more out of control, and I made emoji puppets for accountable talk, review, point of view, and more! See my Facebook post about them!
Make It Project-Based – Projects don’t have to be a lot of work for you. Nor should they be a lot of work to prep. One year I wanted something new and fun for Earth Day, so I rummaged through my junk drawers at the house and had student create uses for the various items. The skills we covered? Propaganda, Info-Text Analysis; Speaking and Listening, Presenting. That project is for sale here! This time of year, my yearbook students also work on projects to keep them busy until the books come back. They would be excellent for a yearbook class, business, art, or technology class.
Make It a Movie Day – Let’s be real for a minute. We can’t always show a movie, but if we are talking about getting tuned in, well, we can’t ignore the obvious. If you missed my post about how to incorporate media effectively, click here to go check that out. I will say that my seniors are going to be watching The Hunger Games next week. Why in the world, right? It was their idea – and it wasn’t because they just wanted to watch it randomly. In fact, they’ve been asking me all along our 451 unit if there’s a sequel to Bradbury’s magnum opus. (Can we pause to just say how awesome it is that they want to read MORE 451?!?!?) Then one day, it dawned on a student that there was quite a bit of intertextuality between 451 and THG. I had noticed the parallels before because I love THG! He made a pretty good case for it, and since I don’t show the 451 movie because it’s so old and not even worth the time, I thought this would be a fun way to end the unit. They’ll have to write something showing those parallels, of course!

Also, if you haven’t already followed over at my Facebook page, I’m doing a promo right now to give away The Shack when I reach 200 followers over there! You’ll need to follow and then go comment on that post, so I can enter your name!

Effective Activities to Use with Digital Media in Any Class

This week I was evaluated… twice, actually. I’m pretty sure the number of times I’ve shown a full-length movie this year I can count on one hand. I do, however, regularly show video clips as starters or as tutorials or examples to supplement content. So this year, it has been very odd that three of the seven times I was evaluated (they are all unscheduled pop-ins) have been when I was showing some sort of movie/show. No cute hands-on project. No grouping. No discussions. Just. My. Luck. I am only ever showing videos, films, or clips during class time if I am using it as a tool or as a text, so my students always know the purpose and are held accountable for that. But does it look that way to a visiting administrator? A worksheet, list of questions, or quiz would always add more rigor than nothing, of course. If you want to up the ante, though, here are a couple of more engaging and effective strategies that I keep in my toolbox to use when I show films in my class – visitor or no visitor. Some of the tips would work with any type of film, and some would work well with either a major motion picture or documentary. What’s best is that most of them can be done with NO PREP and at a moment’s notice.

1) Graphic Organizers

This week my juniors started their Antiques Show and Tell Research Presentation that was inspired by my loving of picking and The History Channel’s American Pickers. To kick off the unit, I show a portion of an episode in class so students can see how Mike and Frank research the personal and historical stories of the artifacts they find. Since that was my goal for the lesson, I included those questions on my graphic organizer and took the opportunity to add a few other specific ELA skills as well. When my assistant principal came in, I was able to tell him what the students were working on and he glanced at one student’s paper while he stayed to evaluate me. If you have some time to prep before showing a film, a graphic organizer is a really good way to engage students and guide their focus on a few key points and skills while they watch. This strategy keeps students on task during the viewing but can be concise enough with only a view questions so that they actually get to enjoy the film as well. They are also perfect pacing guides, so you could pause and discuss a particular point during viewing if you needed to. A graphic organizer can be used for a movie or documentary.

Check out my ready to go movie guides catalog for a variety of films- NO PREP! Click Here for Gatsby, Their Eyes Were Watching God, The Giver, Hunger Games, Frankenstein, Red Badge of Courage, To Kill a Mockingbird, The Last Song, and more!

2) Pause to Summarize

This is a classic strategy for quickly assessing students’ understanding and reactions to a film. Just press pause and have students write a quick summary of the main details up to the point where you stopped the film. I like the use the SWBST strategy, and I keep blank templates handy. Another way to jazz up pausing to summarize, especially if you have an unexpected visitor, would be to give each student an index card or sticky note to write their summaries on. Extend the activity for movies by having them flip the card over and predict what they think will happen next. You can collect them and read a few aloud and discuss their accuracy when the movie is over.

3) Four Square Facts

This interactive activity would work very well for a documentary or tutorial. Students fold their paper into 4 sections. I have students write three facts from the film – one per square. They must elaborate on each fact in the square. Then students move with a partner to share their ideas and gain one more. By the end of the quick and easy activity, they have reviewed and should have a total of four facts on their paper. This activity would work best to stop
half-way through the movie or at the end. The foldable would look exactly like this one does – from my previous post.

4) 3 – 2 – 1 Check Point

An excellent check for understanding is the 3-2-1 strategy. To make this a little more interactive, I have students fold their paper into three sections, horizontally. You can have students do this before the movie begins, during, or at the end. I have students write 3 new facts, 2 questions they still have, 1 part they enjoyed. You can certainly modify the elements of the 3-2-1 to focus on particular content questions or for other purposes you may have. For example, when my students watch the Salem Witch Trials Documentary during our Crucible unit, I don’t give them a set of questions to record or a fill-in-the-blank sheet to do as we watch. Instead, I have them write: 1 thing you learned
that helps you better understand The Crucible; 2 facts about “witches”; 3 facts about the Salem Witch Trials. We always spend time discussing afterwards to make sure everyone has the crucial information, but I like giving them the chance to draw it out on their own.

5) Compare & Contrast Characters

Comparing and contrasting is a very important skill and most state writing exams, EOCs, and even the ACT require students to think on this level, so I try to incorporate as much of it as I can. If you are showing a major motion picture with fictional characters, compare/contrast works very well. Have students make a vertical fold to divide the paper in half (a hot dog fold). On the left side they will write “Protagonist,” and on the right side they write “Antagonist.” In each column they must write at least five traits about each character. This activity can be done at the beginning of the film or during viewing quickly and easily.

Movies are an excellent way to engage students any time of year, but you can take it to the next level with these simple and easy ideas. If you are planning for a substitute, again a movie is a good choice for a sub plan, and any of these choices could be left with a sub and would do an excellent job of keeping kids on track.

Don’t see a title that fits into your curriculum? Check out my printable and digital worksheets for any movie analysis.