The Homey High School Classroom

For some strange reason there is a belief that high school kids don't appreciate decorated rooms with great ambiance. FALSE! Believe it or not, they love creature comforts, brilliant colors, and inspiring decor. My kids are always telling me, "Mrs. Embry, I love your room. It's my favorite!" I love hearing that! They appreciate the effort. Trust me. 

My room as pictured below was a gradual process. I change and add a little bit each year. It's always so funny (and rewarding) to have juniors and seniors (as I teach sophomore English) stop in and declare "This is so cool! Why didn't you have this when we were in your class?" They notice!

I have a few things planned for the new year, and I will post my progress. Watch for updates!

This is my classroom mid Fall semester last year. *I have tables now.*

*I also make my room homey for me. I spend so many hours here, I need to feel comfortable too.*

This is my library corner.

I have comfy polka dot chairs that are always a coveted seat (especially on reading days). The fabric is wearing, so I hope to try my hand at reupholstering this summer. The coffee table houses the book return tray. The whiteboard above the bookshelf is for book recommendations and requests (though I am toying with the idea of making it a magnetic poetry station). I modpodged printouts of book covers to the words 'READ BOOKS' and mounted them next to the whiteboard.

This area is getting the most attention this summer with Pintrest DIY projects and great finds from etsy, not to mention the addition of a couch (brought in from home when we upgraded). 

This is the front of the room with my whiteboard and SMART projector.

The window on the left is where I record the objectives, class work and homework for each of my three preps. A huge shout out to my hubby for making it for me! The picture frames on the right are bell schedules, progress report dates, reading point deadlines, classroom rules, and a motivational quote. Above the whiteboard are 'Words Not Allowed in Writing' and essay editing symbols.

This is my area... the TEACHER'S DESK.  

The desk is covered with contact paper. Another shout out. This one goes to the fabulous art teacher and my best friend for covering my desk and saving me from myself. Being OCD and seeing everything as crooked can be a real pain. This is where I keep all my teacher materials as well.

I get TONS of compliments on the 'ENGLISH' behind my desk. It is so simple (and inexpensive)! 7 shoebox lids with painted edges and tops covered in scrapbook paper with letters printed on resume paper.

This is my computer area.

This is where the students enter the room. On the left side of the door are the hall pass, tardy logs, and classroom log sheets for leaving the classroom. To the left of the computer is my charging station-- a MUST for a 1:1 classroom. The charging station is a dish drainer with a circular power strip and a variety of charging cords. It's inexpensive and holds any of the students' devices.

I hope you've enjoyed my classroom tour. Just remember, it was created gradually. You can do it too. Pintrest is your new best friend and budget saver. 

Thanks for reading! 

Avoid the Talking Head: Lecture Free (or Light) Notes

Notes are an unavoidable necessity...BUT we can avoid the Talking Head at the front of the room.

You know the one I mean. The one that drones on in an endless Charlie Brownesque wa wa wa. The one NO ONE listens to because it is soooooooo BORING. The one that puts everyone to sleep...even itself.

Never fear! You will not find a Talking Head here. What you will find are alternative and creative ways to give students necessary lecture notes.

1. Scavenger Hunt Notes: These require some prep tim but are totally worth it!

          Place a picture related to the notes on one side of the paper and the notes on the other side.        

         

Shakespeare and Petrarch

These notes are on sonnets and forms of sonnets.

Cut each sheet into a puzzle. The number of pieces you make PER SHEET will depend on the number of clues you are giving. I have 5 clues per puzzle, so each sheet is cut into 5 pieces.

                                             

Separate the puzzles for groups. **The first time I did this, I didn't use a different color for each group. The result? Mixed up puzzles.** Each group should be represented by a different color.

                                                

Add the clues. I find laminating these helps if you're going to use the same clues from year to year. Then put each group in a large manilla envelope labeled according to puzzle color.

                                                     

**IMPORTANT: If your clues refer to places within your school as mine do, clear the hiding of these puzzles with those affected prior to this activity. It's also a good idea to give your principal a heads up, so there is no confusion as to why your students are wandering all over the school.**

Explain to the students they will be completing a scavenger hunt to find their notes. Once they find all 10 pieces (we have 2 separate puzzles 2 X 5= 10), they are to return to the classroom, assemble the puzzles, and write down the notes in their interactive notebooks (watch for an upcoming pst about these). 

Make it a competiton. The first group done receives a prize: bonus points, homework pass, candy, etc...

You are now ready to assign groups and begin the hunt. Remeber to put the first clue on the board.

Students find a clue on the periodic table in Chemistry class.

Students assemble the puzzle.

Students write the notes.

Voila! No talking head! You will still discuss the notes, but it will be a give and take discussion as you apply the notes.

     2. Visual Notes: These require little to no prep time but are still highly effective!

Assign a topic to be researched by your students.

       We researched the types of politics found in Caesar's Rome.

Figure out the need to knows.

         For each of the 3 types, I wanted them to find 1) the definition, 2) its effect on the Roman

         people, and 3) what it meant for Caesar personally.

Show the students examples.

         Feel free to use my students' examples (below) or google 'visual notes'.

The key is to have a good ratio of pictures to words.

        These are some of the best examples from my students.

                       

Remember to display these. They serve as both decorations and study aides. 

Again, no talking head! And, the kids were responsible for their own learning.

Thanks for reading! Please, share any creative note taking ideas you use.

Make it Taboo!

When teaching Julius Caesar this year, I wanted to focus on the power of language...how there is power in the words we use (after all, Caesar was slain first with barbed words and sharp tongues). How could I effectively demonstrate this to doubting teens? Make it Taboo!

I divided the class into 4 or 5 groups (depending on class size). Within these groups, the students played Taboo...with a twist.

The objective? To see language as a powerful tool one weilds purposefully and tactically. 

Or in Common Core termes: 

       CCSS.ELA-LITERACY.L.9-10.3

       To apply knowledge of language to understand how language functions in different 

       contexts, to make effective choices for meaning or style, and to comprehend more fully 

       when reading or listening.

Here's how it works:

        1. Give each group  a stack of taboo cards, a scorecard, and a buzzer. (If you only have one     

            taboo game, any noisemaker will work as a buzzer; students may even choose to use an app 

            on their phones.)

       2. Each group will choose someone to give the clues, someone to control the buzzer, and

           someone to keep score. All other group members will guess the target word.

       3. The game is played in 3 rounds.

• Round 1: The clue giver can say ANYTHING. The buzzer will not be used this round.

• Round 2: The clue giver follows the traditional Taboo rules wherein he/she cannot say the words on the clue card. The buzzer will be sounded when any of the taboo words are said.

• Round 3: The clue giver cannot speak AT ALL. The buzzer is used if ANYTHING is said.

          4. After each round, the score keeper for each group shares their score. As a class, we  discuss 

              any obstacles in that round.

         5. As a class, we discuss how, when language is restricted, it becomes a less powerful tool. 

The 'Aha' moment? When the students realize their ideas cannot be expressed without language. EUREKA!

A student gives clues without restrictions in Round 1.

The kids loved this activity! They said they didn't even feel like they were in English class...too much fun. SCORE!

I think I may use this activity at the beginning of the year next yeaar to answer the age old question, "Why do I have to learn this?".

Thanks for reading! 

Our Hands are Tied: Falling Short of Their Educational Dreams

I just watched Dream School, a documentary on Netflix. In it, 15 at-risk kids who had dropped out or had been kicked out of high school were given the opportunity to earn 10 credits in 30 days. For some, this would mean graduation, for others, a chance to catch up and reenter high school.  Founded by Jamie Oliver, Dream School used a combination of credentialed teachers and celebrity/expert guests (50 Cent, Jesse Jackson, Soledad O'Brian, Suze Orman, Oliver Stone, Mae Jemison, etc...) to teach the students English, history, math, science, journalism, home economics (cooking), dance, music, and life skills. The school was led by Dr. Steven Keller, a California high school principal. Through interactive lessons, one on one coaching (easy to do with more faculty than students), once in a lifetime field trips, and lessons from people who work in the fields they are teaching, Dream School was successful with 13 out of 15 (87%) of the students earning the 10 credits.

Successful? Yes.

Reproducible? Probably.

Realistic? No.

A new educational model? Doubtful.

And that friends, is the rub. Dream School was built around the premise that traditional education had failed these kids (the kids were from both public and private schools), and there had to be a better way to reach at-risks kids. While this may technically be true, it is not entirely (or even mostly) the fault of those in traditional education; rather, it is the fault of coddling and enabling parents, controlling regulations, and clueless lawmakers. Dream School and its faculty were not hindered by these nearly insurmountable stumbling blocks.

Example 1: When one of the students missed school because her dog was 'taken by a hawk' and then went to a music festival she had been told she could not miss school to attend, Dr. Keller immediately called her mom. When her mom said she let her go to the festival, Dr. Keller called her on her poor parenting.

We are not allowed to do this.

Example 2: When students were not adhering to the school's rules (no smoking, dress code, mandatory attendance, active class participation, etc...), they were given a conference, sent home, and not allowed to return without the student's and parents' written promise that the behavior would no longer be a problem.

We are not allowed to do this.

Example 3: When one of the students was being belligerent, rude, and overall dismissive of the lesson in a way that hindered the learning of the other students, the teacher and advisor, Scott Whitney, called him on it--punctuating his point by proclaiming 'Ten years from now, when your flipping burgers, get my **** order right!'.

We are not allowed to do this.

And finally...Example 4: When a student chose to leave Dream School because she couldn't be bothered by it, she was held up as an example of what not to do--an example of how today's decisions affect tomorrow's reality

We are not allowed to do this.

All of the above examples brought students back on track (the student from the 1st example even went on to be valedictorian of Dream School), yet we are not allowed to react in any manner that might offend, or hurt someones self-esteem (parent or student), or in any way be controversial.

Frankly, it is hard to dig deep and get real results while tiptoeing on eggshells.

Lack of resources, money, and sometimes, a forward thinking administration and faculty is another obstacle for traditional education not felt by Dream School. Dream School had the newest technology tools, ergonomically designed learning spaces,  engaging outdoor spaces, celebrity guest teachers, and numerous field trips. Further, Dr. Keller had only one rule for how the lessons were taught: Engage all of the students; do not let them disengage.

What school in traditional education could compete with that?

I am pretty lucky. I work at a school where we do have many of the newest technology tools.

I have been able to design the learning environment of my classroom to be warm and inviting (homey). I am also relatively free to choose the methods in which I teach the material. I do have outdoor space available to me; I just have to use it creatively for it to extend the learning of the students. We do have guests come in (either in person or via skype--thank God for technology). We are allowed field trips, but are limited due to simple geography. Again, I am thankful for the technology that allows for virtual field trips.

Many educators are not so lucky.

Many schools do not have access to technology, and others do not know how to use these tools to enhance learning. Technology tools are only wonderful when they work and are used correctly. Due to lack of training, time, and money, technology can actually be an obstacle to learning rather than a tool for learning.

In many schools teachers share classrooms or are strictly forbidden to alter their rooms in any way (especially in secondary education). There has been study after study proving the effects of classroom ambiance on student learning. Still, many secondary classrooms are cookie cutter: white walls with a motivational poster here or there--not exactly the pinnacle of learning.

Content is controlled through legislation, state and national teaching standards, and sometimes the school administration or even the academic department. Teaching methods are often subject to scrutiny by parents, administrators, and department heads. Each teacher has different strengths, but they are often not allowed to play to these strengths. Limiting teachers this way stifles their creativity, and by extension, hinders the students' learning.

Many schools (again especially in secondary education) do not have outdoor spaces available beyond athletics. Some schools are financially strapped and unable to provide any outdoor learning spaces, others cannot allow outdoor learning due to safety issues (often violence), others still just do not have the innovative thinking needed to extend learning beyond the classroom walls.

When it comes to learning from experts in the field, many schools are limited by money, geography, and resources. Even more limiting are field trips. Students in traditional education attend very few field trips a year. Time, resources, money, time away from instruction in other classes, etc... are all factors against field trips. Unfortunately, many schools are not able to have guest speakers or take field trips using technology. For the students in those schools, enriching and first hand learning really is just a dream.

Quit tying our hands, and traditional education could have results similar to those of Dream School.

'Surviving' School Wide Collaboration

As teachers, we collaborate pretty much daily. Often, this is simply a conversation, a sharing of ideas, an informal (small) think tank.

During one of these collaborative conversations, a friend and colleague of mine (who also happens to be a phenomenal Chemistry and Physics teacher) and I were discussing lessons for the upcoming year. We discovered we were both doing apocalyptic lessons--I was set to  teach Alas, Bablyon, and she was exploring the difficulties of sharing resources on both sides of the New Madred fault line after its hypothetical break down. From this discovery, an idea was born--a collaborative unit of epic proportions.

My high school embarked on a 9-week school-wide apocalyptic unit in which almost everyone participated (there's always a couple of naysayers). To get everyone involved and pumped for the unit, we made it competitive with a survival game to see who was most likely to fare well in a disaster of local or apocalyptic porportions. Each week, the 1st period classes were given a new situation from listing survival gear in order of most to least important, to finding patient zero, and more. During the fifteen minute Encore period, first period classes worked together to solve that week's puzzle. Each Monday, the top 5 teams from the previous week were listed. The competition was intense! At the end of the 9 weeks, the winning class was served a special lunch, and in a drawing, 3 individual students were given survival backpacks complete with MREs (donated by the Arkansas National Guard).

Even better than the competition, the kids were engaged and learning! It was Common Core at its best. We (the teachers) observed the students thinking critically, problem solving, working collaboratively, and even building leadership skills.

Students work together to chart out 'patient zero.'

Students work together to rate the usefulness of survival gear.

Air Force Emergency Management expert, Jeff Sharpmack,
shows students how to determine their coordinates.

We also had many guest speakers including a park ranger, an emergency management expert, and the author of Ashfall (a young adult apocalyptic novel).

                                 

The week of Thanksgiving, we 'scavenged for supplies' in a competitive food drive resulting in a donation of over 2,300 food items. It was inspiring!

Finally, to end the 9 weeks, we had a 'Survivor Fun Day' complete with shelter building, CPR and gurney building, fire starting, trust activities, and a food challenge. It was fun and educational!

In addition to this game, students were involved in apocalyptic and survival lesson plans in many of their classes. From tracing the origins of a disease to surviving a nuclear event and everything in between, the kids were experiencing true horizontal alignment in their classes. The success of this unit can be summed up in the following statement: "We're doing Socratic Circles in Chemistry and learning about nuclear power in English. This is so weird!" Weird, but good. I love this unit and can't wait to try it again next year. (We decided to create school wide units on a 3 year rotation so none of the students 10-12 will repeat a unit.)

SCHOOL WIDE COLLABORATION CAN WORK--you just have to be creative! :)

**I must add that this collaboration was realized for our school district, in large part, thanks to our media specialist (librarian) and counselor, without whom, most of these events wouldn't have happened.**