Warm and inviting decor matters beyond elementary school!

This single classroom procedure has made a HUGE difference in my experience teaching middle school. My first year teaching I didn't do this and I knew that something needed to change. I decided to put into a place a daily bellringer for every one of my classes. I am a Family Consumer Sciences teacher so I teacher 4 different classes!You can call it whatever you want to call it but I call it a bell ringer because my students are expected to be doing it as soon as the bell rings to start class.Her

You want your classroom to be a colorful, cozy, and inviting learning space. You’d love to have a cohesive theme or at least a color scheme, so everything looks put together. But are themes childish? Aren’t middle schoolers too old for classroom decor?

It's the first day of school. Whether you've welcomed students into your classroom for many years or it's your first year ever, it's always exciting (and sometimes a bit terrifying!) to meet so many new students at the start of the year. You know you're going to spend the next year together and making a good first impression is the key to getting started on the right note. Here are 5 ideas to take with you into the new school year: Tip #1: Over Plan In one of my first years as a teacher, I made the mistake of under planning for the first day of school. I worked so hard to make everything perfect but I didn't anticipate how fast some of the activities would be completed. As a result, I found myself looking up at the clock and seeing 15 minutes left of class staring back at me...along with 22 faces waiting to see what I had planned for them for the rest of class. Oops. I quickly added a small review game, but I felt so disorganized. I had put so much thought into the first day of school but had made a classic rookie mistake. With that in mind, my first advice for you is to over plan. Have a back-up activity or two already prepared in case you find yourself with some wiggle room at the end of class. If students see that you have fully prepared for their arrival on Day 1, you'll already be off to a great start. Tip #2: Make a Seating Chart I'm sure there are some benefits in allowing students to sit wherever they'd like on the first day of school, but it is definitely not a strategy that works for me! There are two big reasons I have a seating chart posted right when they walk into the classroom: it establishes order and parameters on Day 1 and I can call them by their name when we start our activities. I love seeing student's faces when I call them by their name within 5 minutes of entering my classroom. It immediately starts establishing the positive classroom community I strive to create in my classroom. They know my name and I know theirs! It shows them that I care about them as individuals. (And yes, I do keep a seating chart in my hand or nearby so I can discreetly refer to it during class - it takes me a few days to memorize all those new student names!) Having a seating chart also demonstrates that the classroom is organized and a plan is in place for their learning. It sets the stage for a great school year right away. Tip #3: Change it Up I've made the mistake of spending half the class period (or more!) discussing my syllabus, classroom rules, procedures, etc. Talk about a BORING first day for the kids! Now, I change it up and make a point to select 3 or 4 different activities for an hour-long class. I usually start with a small icebreaker that doesn't put kids on the spot. Then I give kids my welcome letter which introduces them to the class and review over the parts I think are most important on Day 1. Then, we review some class rules and end with a few games / activities to get them talking and moving around. I spread out my classroom rules, procedures, syllabus, etc. over the first 2-3 days of school so as to not overwhelm the kids with too much information all at one time. They will appreciate you for it! P.S. If you're looking for some fun digital activities for the first week of school, check out some of my favorites here! Tip #4: Choose a Game (or two!) I love to host a game or two on the first day of school! Also called icebreakers, these fun little games or activities encourage students to communicate with each other and helps you learn more about their personalities right from the start. Side note: Icebreakers can make...or break...a child's confidence in your class on Day 1. Seriously. I love a good icebreaker, but never want to put a child in a position where they feel uncomfortable on the first day - this is the opposite of my goal of building a positive classroom community! This means I make sure to choose icebreakers that aren't going to put a singular student "on the spot" (like a solo skit/charades or solo public speaking role). Ultimately, it depends on the class and you know your students best, but sometimes those types of icebreakers are better left for later in the year when students know each other better and feel more comfortable in your classroom. That being said, here are some of my favorites. (Some of these can be found in my Back to School Activity resources on TpT!) Check them out here for sixth, seventh and eighth grade: InstaFriend: This activity gets students moving around the room and interviewing classmates! Their InstaFriend paper has a series of descriptions and characteristics. When they find a student who matches the description, they write their name on the box. Each name can only be used once! Right or Wrong: This activity is perfect for a class who loves skits. These skits are centered around our class rules, expectations and procedures. I first divide students into small groups of 2-3. Each group then randomly receives one of our class procedures or expectations. As a group, they have to work together to create two mini skits - one showing the RIGHT way to follow the expectation, the other showing the WRONG way. Hilarity ensues when showing the wrong way to follow a class rule. After each skit, I point out all the positive behaviors as well as reinforce the correct ways to conduct ourselves in the classroom. Online Games: Something new I tried last year was a great success: taking the classroom rules, procedures, policies, syllabus information, etc. and turning them into a fun online review game at the end of the week! The kids LOVED the games and it was a fun way to review. Some of my current favorite game websites are Blooket, Quizlet, Kahoot and Gimkit. Tip #5: Dress for Success Every individual teacher has their own preference for clothes, so this is not a tip about wearing particular types of clothes or styles on the first day of school - just advice recommending that you dress to impress in a way that fits your style. When students walk into the room, they are making a first impression of you. What will it be? I make sure to dress teacher-professional that day because I want my students to see not only my classroom neat and organized, but also my appearance. My main goal is to convey that I take my time at school and their learning seriously and that I am organized and will conduct myself as someone who is approachable and professional. What you wear conveys your personality - both on a personal and professional note - to your students. They are watching carefully! There are SO many things to think about as you prepare for the first day of school. If you were creating your own list of 5 things every middle school teacher should do on the first day of school, what would it say? Add your thoughts to the comments section to help other teachers ace that first day, too! :)

In July, I always start thinking about the upcoming school year. Front and center on my mind is the first week of school. What should we do to start the year off right? I know it is super important to talk about rules and consequences during the first week. I also have to discuss the syllabus (boring but important). I want to get to know the students, and I want them to get to know me. So that I am able to give the students what they need during the school year, learning what they already know about science is important, too. Here is what I typically do with my seventh grade science students during the first week of school. Day 1: I start the year by greeting all of my students as they come into the classroom. It’s always fun to meet the new students. Usually they are uncharacteristically shy on day one. Enjoy it while it lasts. J Just kidding. It’s fun when they start to show their personalities. In my class, students have alphabetically assigned seats right away. I tell the students they have assigned seats so I can learn their names as quickly as possible. However, learning their names is only one of the reasons I give a seating chart right away. The students are usually vocal about who they want to sit with, which gives me an idea of the social connections students came in with and how different students work with each other. In addition, I don’t want them to get the idea they can choose their seats in my classroom. Once the students are seated, we go over the syllabus together. I ask them questions about whether or not they’ve learned certain science topics before so I can start thinking about the time I’ll dedicate to each topic during the year. We also talk about the supplies they’ll need for my class. I only require the students to have a composition notebook and a pencil or pen. (We do everything in our interactive notebooks. Learn how to set up interactive notebooks here.) I make sure the students know they need their composition books by Monday of next week, and then I remind them of this every day for the rest of the first week. After all the boring stuff is out of the way, we’re ready for something a little more interesting. This is when I give the students their first “quiz.” It’s fun to watch the students moan and groan about having a quiz on the first day of school. However, the quiz is easy and the students aren’t expected to know any of the answers. What’s the quiz about? It’s about their teacher. It is usually just a ten question multiple-choice quiz about who I am as a person. I try to choose questions most students want to know (“How old is Mrs. Thorsen?”), have a short story behind them (“How many times has Mrs. Thorsen chipped her teeth?”), or show common interests (“What’s Mrs. Thorsen’s favorite video game?”). Once the students finish their quizzes, we go through the questions one at a time and we talk about the answers together. I like to have the students raise their hands to show which answer choice they chose. I usually give a small prize to the student or students who got the highest score. The last thing we do on the first day of school is ask get-to-know you questions. All of the students have to either ask me a question about myself or let me ask them a question about themselves. We take turns asking questions and listening to each other’s answers. It’s always interesting to hear what questions they have for me, and I can learn a lot of neat things about my students this way. Before the students leave, I give them their first homework assignment: a Parent and Guardian Survey. All the students need to do is give it to a parent or guardian to complete and bring it back later in the week. Learn more about the benefits of using a Parent and Guardian Survey here. Day 2: Day two is all about rules. This can be boring, so I try to liven it up a little bit. I thoroughly discuss each classroom rule and have the students help me by providing examples of following the rules correctly and breaking the rules. Once I think the students have a good understanding of the rules, I divide the class into six groups. I give each group a paper with a rule on it and the word “break” or “follow.” The groups then have to make a short skit acting out a class or student breaking that rule or following that rule. The skits are usually very humorous, especially the ones breaking a rule. After the skits, we talk about what happens when students break rules. I go over each consequence and how they work in the classroom. I make sure the students understand exactly what happens if they choose to break the rules. It is so important for students to understand the rules and consequences perfectly so there are no unpleasant surprises for them or you later in the school year. Learn about my three classroom rules and how I enforce them here. Day 3: I start class with a brief review of the rules and consequences we talked about on day two. Then the students complete a Student Survey. (See my English and Spanish Student Surveys here.) I let the students talk to their classmates while they work on the surveys. When the students are done with their surveys, we share some of our answers together to build positive connections with one another. I have the students turn in their surveys. The surveys help me remember the students’ names. I keep the surveys in a binder for the rest of the year and refer back to them whenever I need a little help reaching any difficult students. For the rest of the class, I give all of the students a notecard and let them decorate it. They can decorate the notecard in any way they want. I only require that they have their names on it and either use pictures or words to show who they are as a person. Some students draw pictures of their favorite sports. Other students make a list of their favorite bands. Many students like to cut out pictures or words from magazines and glue them onto their notecards. The homework that night is to finish the notecard. During the year, I put several notecards on the wall at a time and rotate them out each week. The students love looking at them and trying to find their own and their friends’ cards. I think it’s a good way to help create a positive classroom environment and a place students want to be and feel a part of. Day 4: Day four is an exam day. Students don’t like this part, but once you explain the importance of it they’re much more accepting. In the first week of school, I always give a comprehensive exam of everything we’ll be learning that year in 7th grade science. The exam helps me and the students see what they currently understand and what we’ll need to work on during the school year. It also gives us a chance to practice the class test taking expectations. Because the test is rather large, it can take more than one class period (unless you have block scheduling) for some students to finish. Day 5: I usually give ten to fifteen minutes for students to finish their exams from the day before. Then we grade the exams together. I tell the students it is perfectly okay if they get a terrible score. The exam is just to show us what we need to do this year. It does not go in the gradebook (that’d be soooo unfair). After we grade the exams together, they complete a reflection sheet to help them analyze their results and I collect all of the tests and reflection sheets. At the end of the entire school year, the students take the same test again (this time for a grade) and complete another reflection sheet. This exam really shows the progress they make over the year. The exam and the reflection sheet I use are available here. Well, that’s our first week of school. I hope sharing this gave you a few ideas to use in your own classrooms. Please let me know if you have any questions by commenting below or sending me a message using the Contact Me page on my blog. Have a great first week and an even better year! Are you a middle school science teacher? Sign up for my newsletter! You'll get a free science resource just for joining.

The moment students step foot in a classroom they get an idea of what that class is all about. Let’s try to get them excited about math with some meaningful classroom decorations. I’ve gathered some ideas for bulletin boards, signs, and useful decorations that are perfect for middle and high school

The first week of school is a great time to build classroom culture, community, and teach class routines. Ideas for engaging first week of school activities to make it easy and fun!

Classroom jobs work great in middle school, too! Learn about the 10 jobs I use in my classroom and the system I use to keep everything running smoothly.

I hope that you had, or are having, the most amazing summer break ever. For me, my break is over because my first day of school is this week. By now the

For many students, sixth grade marks the beginning of middle school. Middle school students thrive on independence and responsibility. Effective teachers recognize this and create classrooms to accommodate these student needs. Therefore, we have developed an awesome list of 15 favorite classroom management strategies for you to implement in your classrooms.

With the beginning of our geometry units in 6th grade math, it has been all about angles and triangles this past week! Thanks to some creative (and cheap!) angle ideas I found on social media, I was able to incorporate some new things in my classroom this year as we start geometry! First off, this fun idea to reinforce a basic understanding of angles! With some leftover fun tape from Office Depot, a little card stock to write the angles, and about ten minutes, I made this fun entryway into the classroom. I can't take credit for the idea, but am happy to share it! It definitely caught the students attention and had them thinking about different angles! The second fun idea I found (again... can't take credit for this one) I was able to use with my math intervention groups this week. After we had learned about different angle relationships (vertical angles, supplementary angles, and complementary angles), I covered our front dry-erase table with table at various angles. I then went through and measure the minimum number of angles they would need to be able to find all of the missing angles without a protractor. This turned out to be a great problem solving challenge and really promoted teamwork and working together. I could also see this working out great as a math center during math workshop. UPDATE: I recently added a full set of Angle Relationships Task Cards to my TpT store! It currently includes over 70 challenging angle problems and 4 different levels of difficulty! With the start of geometry, I was also able to try out one of my newest units of Math Task Cards: Triangles, Quadrilaterals, and Transformations. I now have two sets of task cards up in my store. A set of Math Task Cards, which are a little more basic problems. Then, for students that finish these quickly, I have them try the Math Enrichment Task Cards. Having these more challenging task cards makes it easy to push my higher students and keep them challenged! Here are a couple shots of the prep and final product of some of these task cards. I always print out six cards for each topic, which is what I need for my math workshop front table group. If I have time I corner round the corners and laminate to help them last! Geometry has also allowed me to finally get to what is probably my favorite Challenge of the Week problem! I recently updated this freebie with five more questions that could be used, so be sure to re-download it if you have already grabbed this one from my store in the past! So that's what we have been up to in 6th grade math recently. I'd love to hear what you have all been working on in your classrooms! And how about some humor to get everyone on their way? Who knew that One Direction is now a swear word?

Read on to get some great ideas for project-based learning in your middle school classroom!

I love finding first day of school math activities! These back to school activities are perfect for middle school or high school math.

I read once that Albert Einstein remarked it is a miracle curiosity survives formal education. This observation has stuck with me: a pesky stone in my shoe. Somehow, amongst all the curricular demands, standardised testing, graduation requirements, examination preparation, and everything else which pulls at me, I desperately want to instill a sense of wonder, curiosity, and excitement in my students. I desire for them to love learning, to ask questions, to be curious about what they see, read, and hear. And one of the best – and simplest – ways I have found to do this, is the use of lesson openers which excite and engage. Inspired by the concept of provocations in the Reggio Emilia Approach1, I open learning experiences in an open-ended way which provokes student exploration, discussion, creativity, and ideas. This way, when we move into the content of the lesson, students are already engaged; their curiosity is hopefully piqued, and they’re more receptive to learning. Below are five simple ways I open classes in order to provoke engagement, discussion, and curiosity. Click here to get a downloadable version to stick in your daily planner, or on your desk as a reminder when lesson planning! INSTRUCTIONS: Place an object (which links to the lesson content) in the center of the room. For added intrigue and curiosity, place it under a cloth to ‘reveal’ when students are settled. Then use the exploration of this object to springboard into the lesson of the day: through a discussion, writing exercise, word association game, etc. For example: for a writing class about using varied sentence types, the object could be a bowl of sweets, and students write about the experience of eating one for the very first time. Or, it’s an informational text lesson, using a newspaper article on how social media impacts beauty standards, the object might be a pile of make-up, and students discuss their personal associations with these products. [Nouvelle ELA has a similar lesson for analyzing symbols: get it here] IDEAS FOR GOING FURTHER: Wait a while before you explain the presence of the mystery object: perhaps even have students spend time thinking about it and making predictions for why it is there (you may want to give them one or two clues). Equally, if appropriate, have the desks arranged in groups and place different objects on different desks. For example: in an introductory lesson for a unit on ‘Identity’ place different pieces of fruit around the room, and have students move to the one that most represents them, and then encourage them to explain their choice. WHY IT IS EFFECTIVE: Any time you add a little mystery or present something unexpected in the classroom, it will pique students’ curiosity. When they are intrigued and curious, they’re primed to engage and learn. Indeed, the emotion of curiosity has long been recognized as a vital motivating factor driving learning2. INSTRUCTIONS: Write a provocative statement on the board which links to the lesson content. (e.g. If you’re studying Romeo and Juliet: It is possible to fall in love the first time you meet someone. Or reading Maya Angelou’s ‘Still I Rise’? What about: Your dignity is always within your own control.) Then place tape, or indicate an imaginary line, across the room, with one end as “Completely Agree” and the other as “Completely Disagree.” Give students a minute to consider the statement and then have them stand on the line to indicate their opinions. [You might also want to check out the Daring English Teacher's blog post on Introducing Complex Ideas to Students] IDEAS FOR GOING FURTHER: Once students have taken their places, ask a couple of students on opposite ends to speak to each other: to debate and defend their positions. Or, have students turn to the person next to them and discuss, seeing if they really are in the right places, or if they should switch (if they feel stronger than their neighbor on the line). Finally, at the end of the lesson, why not do the activity again and see if any of them have changed their positions? WHY IT IS EFFECTIVE: This not only gets students thinking critically about key themes and issues, but it is also an effective way to make their thinking visible, and to push them to take a stand. Moreover, requiring students to give reasons for why they picked where they did, helps them back up their opinions with evidence and reason. INSTRUCTIONS: Think about the content of the lesson, and then try to mimic something of the mood/setting/theme in the classroom environment. While pinterest-worthy classroom transformations are wonderful, that’s not what I am talking about here. You can set the mood in quick and easy ways, which will engage students’ senses when they walk in the door. For example: when studying Lord of the Flies, visually project a jungle screensaver on the board, with ambient sounds. This doesn’t have to be just for literature lessons: if you’re spending the lesson writing, have students enter with ambient coffee shop sounds, or stormy weather (great for writing horror stories!). Check out the website A Soft Murmur for this: go play around with their sound settings. IDEAS FOR GOING FURTHER: If possible, engage more senses: play with lighting, images, smells, touch, etc. Or – to really engage students’ imaginations – before playing the ambient noises, have them settle down, and close their eyes. Then give them a scenario to imagine as you slowly turn up the volume on the ambient sounds. For example: in a lesson on Emily Dickenson’s “The Railway Train,” start by playing the sound of a train and ask students to imagine this sound as an animal: what would it be and why? WHY IT IS EFFECTIVE: Engaging the senses is a powerful learning tool: when we create a multisensory experience in the classroom, not only does it pique students’ curiosity, but it can also make the learning more memorable. Indeed, when engaging multiple senses, we optimise the learning mechanisms in the brain, and tap into the many different ways different students learn best3. INSTRUCTIONS: It is as simple as this: play a current song or music video, show an extract from a current TV series, use a trailer for a recent movie: anything which links the content of the day’s lesson with students’ interests and lives outside of class. For example: before we studied The Great Gatsby (click for resources), I played Lorde’s Royals and asked students what the song meant to them. Before telling students anything about Lord of the Flies, we watched the trailer for The 100 and discussed what such a situation would be like. IDEAS FOR GOING FURTHER: Have students suggest the media you present: at the end of a previous class, explain the broad content of the next class (themes, main topic, etc.) and ask students to suggest appropriate songs, video clips, games, etc., which would make for engaging lesson openers. This way, they too are making connections to their learning, and you are making sure the references are highly relevant! WHY IT IS EFFECTIVE: When we incorporate students’ personal interests and entertainments in the classroom environment, their learning becomes more relevant, engaging, and multi-dimensional. The key here though is making sure it is really something which students’ are currently interested in: not just what we might assume they will be interested in! And the best way to ensure this, is to really spend time building relationships with students, finding out their interests, and knowing what’s currently popular. INSTRUCTIONS: Before class, think about the key theme, topic, or skill which you aim to explore or develop. Then, think of 3-5 key words related to this; write these on the board, or around the room. When students enter, draw their attention to these words, and instruct them to work in pairs to construct a question using the words. For example, before a lesson on Fahrenheit 451 (click for resources), you might use “knowledge” “future” “technology” and “books.” A possible question students might generate: In the future, will books become useless, as we use technology to access knowledge? And this doesn’t have to be limited to lessons on literature: in a lesson about essay writing, words such as “style” “structure” “opinion” and “voice” might generate some engaging questions. IDEAS FOR GOING FURTHER: Once students have formed a question, provide the means for discussing or answering the question: this might be through small-group discussions, through accessing online sources, or through analysis of a text. The key here is you need to be flexible and open to going where students’ questions take the lesson. Why not even ask them how the class should proceed in terms of answering their questions? WHY IT IS EFFECTIVE: Too often, by the time they reach middle/high school, curious questioning has been replaced by incessant answering: students become adept at answering questions, but often lack opportunities to inquire and question. Developing this ability to ask questions will help with developing critical thinking skills, and engaging discussion proficiency. Moreover, students will be hooked from the start of class, and invested in finding out the answers to their questions. So that's it: if you have ANY questions, please feel free to reach out: come find me on Instagram, or email me at [email protected]. Looking for other high-interest, provoking lessons to excite and engage? Check these out: Active Learning Exercises for Reading & Writing by Room 213 READING Escape Room (Activities, Trivia & Puzzle Games for High School ELA) by The Classroom Sparrow MAKER CHALLENGE - Team Building Activity by Presto Plans RESOURCES: 1Strong-Wilson, T., & Ellis, J. (2007). Children and place: Reggio Emilia's environment as third teacher. Theory into practice, 46(1), 40-47. 2Markey, A., & Loewenstein, G. (2014). Curiosity. In International handbook of emotions in education (pp. 238-255). Routledge. 3Shams, L., & Seitz, A. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417.

The pencils are sharpened, your classroom is clean and the bell rings…gulp…here they come! My feelings on the first week of school are conflicted. On one hand, it’s one of the most important weeks. Explaining and practicing the class procedures and expectations sets the tone for the rest of the school year. Success is vital. On the other hand, I’m so excited to start teaching my historical content that waiting until all the expectations are explained requires a lot of patience! Every teacher has their own plan of action for that pivotal time. Here are 5 things I can’t live without during the first week of school: One: An Icebreaker. I aim to try and make kids feel comfortable in my classroom on day one. One of my favorite little activities is Fact or Fiction. Each student receives a small slip of paper and they’re instructed to write one fact and two fictions. Then each person (including myself!) introduces themselves and we all try to guess which statement is the fact! It’s a great way to quickly learn about each other. Two: Classroom Information and Expectations. This is every teacher’s staple, I know, but it had to go on the list because it’s a must-have! When you’re making your own, spell everything out – from the obvious grading procedures and late work policy to how to pass back papers and when to sharpen pencils and go to the bathroom. Trust me, leave no stone unturned. Your classroom will function much better if you set the tone from day one. (Oh, and don’t forget a seating chart!) Three: Fun and Games. On the second day of school, I love to start class with a little game. It’s a great way for the kids to start practicing our classroom procedures and expectations while getting familiar with their teacher and classmates. Here are some of my favorite games that I use during the first week of school: (P.S. Some of these activities can be found in my Back to School Activities resources! Click the grade level you’re teaching to check them out: Sixth, Seventh, Eighth) InstaFriend: This activity gets students moving around the room and interviewing fellow classmates! Their InstaFriend paper has a series of descriptions and characteristics. When they find a student who matches the description, they write their name in the box. Each name can only be used once! Right or Wrong: I love skits. LOVE THEM. I like to introduce students to the idea of skits during the first week by allowing them to create their own based on our class expectations. I first divide students into small groups of 2-3. Each group then randomly receives one of our class procedures or expectations. As a group, they have to work together to create two mini skits – one showing the RIGHT way to follow the expectation, the other showing the WRONG way. They get to be silly and I get to reinforce my class expectations. After each skit I happily point out all the positive behaviors as well as each time a class policy was violated. It’s a light-hearted way to grab their attention and create a positive atmosphere all while practicing the laws of the land. Classmate Bingo: I love to play this game at the end of the first week. I give each student a blank bingo board with a large selection of personal characteristics, hobbies, etc. at the bottom. The students choose 16 off the list and create their customized board. Then, I randomly select characteristics from the list. If a student has that characteristic on their board, they have to write down a student’s name that matches the characteristic – but no cheating! They have to use what they’ve learned about others during their first week of school to try and win the game. Four: A Pre Test. After a few days of class information and fun, it’s time to start getting down to business. Each year, I make a short pre-test on the information they’ll learn about that year. It gives me a chance to see what the kids already know and gives them a feel for what subject matter they’ll be learning about in the coming weeks. FYI: Your pre-test probably won’t take the whole class period. Make sure to have plans for other activities, too, on the day you give your pre-test! Five: A Writing Activity. True fact: when I tell kids they’re going to do a writing activity, they groan every time. It’s a signal that the “real work” is about to begin. Luckily, they’re always relieved when I assure them that this activity will require very little research because it’s about a subject they’re experts in – themselves! I have a few different activities to choose from each year. Here are some suggestions: Student Survey: What are your strengths? Weaknesses? What do you hope to learn in this class? These are just some of the questions I ask students in the survey. The more I know about my students, the better I can help them achieve success in my class. Write Away: A staple of many: write a letter to a future you! I ask students to write goals for the year, dreams they wish to see realized, and questions they want to ask their “End of the Year” self. I tuck these letters away and revisit them during the last week of school. I’m Ready: Like every middle school history class, we do a lot of writing and students always have to back up their reasons, statements, etc. with evidence to support their claim. In this writing activity, students have to identify which class rule or expectation they believe is most important and provide evidence to support their claim. This activity both reinforces my classroom policies and secretly gives me a preview of their writing proficiency. Have I left anything out? If you have any fun plans for the first week of school, share them in the comments. I’m always looking for new ideas for my classroom!

Brain breaks for middle school students are extremely important not only for everyone's sanity, but for their brain development.

This Exam Revision planner is amazing for keeping track of what you study, when, how you do it and the classes you study for. Prepare for all kinds of Exams Mid term exams, semester exams, college exams, SAT’s,GCSE Exams and A-Level Exams.Keeping on top of your Classes, GPA, Grades, Assignments and Exams can be so overwhelming as a college student, high school student or University. With this planner you will find everything you need, take note of all your assessments in your classes, the grades you receive and more.Avoid failing your exams by revising and practicing to get familiar with the material. Never worry about calculating or guesstimating your GPA or your final grade again the planner will keep track of all your academics. Exam Tracker, Exam Planner, Exam Revision, College Tracker, Exam Checklist,Assignment Tracker, Study Planner Printable, Semester Planner, College & University, Student Planner, Back to School, Printable, Digital Download, Notebooks, Printable Planner, Happy Planner, Grade Tracker, College Organizer, Student Organizer, University Planner, Tracker, Planner.

A math grading strategy that focuses on learning from mistakes before a grade ever comes into play.

SOLUTIONS FOR THE SECONDARY CLASSROOM • ON A MISSION TO PREVENT ENGLISH TEACHER BURNOUT FROM THE BLOG Explore More Featured Resources Explore More Free Resource

Here are six great TED Talks to show to your teenager today. Whether it is to inspire or educate or both, these TED Talks are a great addition to your school day!

Learn about eight important and must-do first week of school activities for your middle school students to start your year off right!

When studying the Middle Ages in your homeschool, engage kids by adding some fun medieval activities for middle school to your lesson plans.

Use this fantastic pentomino exploration as a first day of math class activity in middle school. You'll learn so much about your students!

Bring these STEM experiments and activities into your classroom this school year with the help of SOLO!

Today, on the blog, I am sharing 15 of my favorite Amazon finds that I use in my classroom.

10 inexpensive rewards to use in your middle school class.

Image 38 of 44 from gallery of Magdalene College Library / Niall McLaughlin Architects. Ground floor plan

I develop curriculum for middle school math. I focus on using critical-thinking skills in my content so the math makes sense to the students.

There are times throughout the year when it seems like your classes just aren’t going right. You are working hard on your lessons, thinking of engaging applications, and even trying to add ch…

Ready to make math centers work in shorter middle school class periods? Get the details - structure, scheduling, activities, and more!

You probably know the main components of a lesson. You may even be required to write them all down in your lesson plans. Whether it's a lesson you've created from scratch or a plan laid out in your curriculum's teacher manual, whether it's a lesson you've done every year since the beginning of everything (you know, an oldie but a goodie), or one that is fresh and new, these four ideas can help you teach it more effectively. I'm not here to list the obvious. These ideas may not be generic, but they are rooted in solid, effective teaching practice. Ready to amp up the way you teach? STOP TALKING One day a few years ago I lost my voice. Woke up and it just wasn't there. Too much work to make sub plans, so I trudged into school, not sure how I was going to get anything done with my class when my throat was raw and I couldn't talk. It turned out to be one of the most productive days students had in awhile. And it wasn't because I gave them a bunch of work to do while I sat at my desk sipping hot tea. No, no. I just had to get a little creative with my delivery. I remember during my math mini-lesson, instead of verbally teaching, I wrote it on the doc camera for students to read. I couldn't write down every single thing I would have said, so I was forced to boil things down to what was really important. I also gave more responsibility to students. Instead of me explaining how to work through a problem, I had a student take over. We instituted a simple set of signals to help communicate certain things: a ding of the bell meant to pause so I could point something out; a flash of the lights prompted students to check the screen for a written direction. I'm not literally telling you to teach silently. But I do want you to make your words matter and to remember that an effective delivery doesn't always consist of you talking and students listening. I often catch myself rambling or taking a tangent too far and remind myself of that day when students learned a lot without me saying a thing. BONUS TIP: Use the volume of your voice to your advantage. Don't get stuck thinking, "What I'm about to say is really important, so I better say it really loud to make sure everyone hears it." The key is to have students tuned into what you're about to say. Then you can say it in a calm voice. And sometimes, raise your voice, even when it's not necessary. The last thing you want is a colorless voice that becomes wallpaper. MAKE IT KNOWN You may already write objectives into your lesson plans, but do students ever know what the objective is at the outset of a lesson? Putting an objective into student-friendly language, and making it known to your class, does a few things. It shifts away from a "one single keeper of knowledge spewing forth information" mentality toward one in which everyone is heading in the same direction. Plus, having a student-friendly objective posted and visible gives you an anchor to refer back to, a measuring stick to check with, a reminder to what the focus should be. I call these student-friendly lesson objectives learning targets. I start with a target symbol and then write the target as an "I can" statement that tells what the student should be able to do by the end of the lesson. For me, I've found learning targets to be most helpful when they are (1) simply said, and (2) actionable... where students can show to me and to themselves that they've hit the target. BONUS TIP: A side benefit of using learning targets is the built-in focus it gives you as you move through a lesson. Still, sometimes there are other key moments to your plan you want to be sure to remember and to get right. I like to jot down a short list on a sticky-note of these points... sometimes just a trigger word or phrase for a certain transition or question I wanted to include. The sticky note serves as my little cheat-sheet to help me stay on track. DOES THAT MAKE SENSE? Oh, the dreadful, pointless question... "Does that make sense?" I'm as guilty as anyone for asking it, but what does it accomplish? We explain something to the class and then we ask them if it makes sense. The majority of students lack the self-confidence to admit in front of their peers that something doesn't make sense, and many students want to please you so badly that they will agree to anything. Let's try to cut down on how often we ask students if what we just said makes sense. Instead, ask students to show you that something does indeed make sense, through a formative assessment. You might have students write/do/solve something with whiteboards/markers, or have students engage in a quick turn and talk while you circulate and listen in, or maybe use an exit slip. BONUS TIP: Use your learning target to help you focus your "check-in" on what really matters to the lesson. PLANNED UNPREDICTABILITY Routines have their place, don't get me wrong. But an element of unpredictability to a lesson creates instant engagement (or re-engagement). In a way that still makes sense to what's at the heart of the lesson, try to add something students wouldn't expect. It could be as simple as a different location where students sit (e.g. bring them to a gathering area on the floor; have them swap seats with someone halfway through; etc.), incorporating a unique task or scenario, or changing the way in which students perform a task (e.g. with a partner; in a notebook; through a drawing; etc.). We're often taught that a lesson's "hook" is a perfect spot to do something surprising in order to engage students. Let's just be sure that we don't assume that a tidy little hook will carry students' engagement through the entirety of the lesson on its own. Be mindful of particular students who may not be as successful with the unexpected. Students who rely on order and predictability benefit from (and deserve) a "heads-up" about something that might throw them off track. BONUS TIP: If everything about a lesson is unpredictable, your pacing and focus will suffer. Train students on certain procedures to help cut down on wasted time. For example, you might have a designated spot on your board, outlined with a rectangle, where the page number is posted of whatever textbook is being used during a particular lesson. Find lots of other time-saving tips in my Steal Back the Minutes! post. * * * Let these ideas give your whole-group instruction a boost. And for easy, practical ways to differentiate your whole-group instruction, check out my post HERE.

January is rolling along and my kids (both my school and actual kids) are finally readjusted to our routine after winter break. While in real life, I find January-March the three most difficult months to

Bring these STEM experiments and activities into your classroom this school year with the help of SOLO!