The Fidget Spinner craze that is blowing up all over the United States has had me intrigued. It is even a huge at my small little Sandston Elementary School in Sandston, Virginia. Some teachers are banning fidget spinners from their classrooms because they are causing distractions, some teachers are allowing a select few students to use them at certain times, and other teachers are using them as incentives that students can buy with tickets they earn in the classroom. In my small PreK through 5th grade school of 220 students, we’re hitting all over the spectrum on the “are they appropriate” debate….
AND THAT’S OKAY!
Putting myself on one side of the debate, I lean more toward them being allowed in class based on ground rules we would lay out together as a class, but if I had a class who couldn’t handle the rules we lay out then yes, I probably would nix them from the classroom. It would pain me to do this though!
As educators, in my opinion, the most important thing we can do is build strong lasting relationships with our students. This “Fidget Spinner Fad” (yes, it is a fad…) will eventually die off. We are nearing our last few weeks with our students before summer, so why not jump on board with this fad to end the school year and strengthen that bond. I know I would be that teacher moving throughout the room, borrowing different students’ spinners for a few minutes to spin, and not skipping a beat teaching. 10 years from now, your students will not remember the ins and outs of everything you specifically taught them, but they WILL remember how awesome it was that their teacher taught with a fidget spinner at the height of its fad back in 2017!
The best thing about these fads popping up is that there are TONS of amazing educators out there who are already using these fidgets spinners to their advantage in the classroom! Embracing the fad to hook those students back into what you are trying to accomplish hits at the very core of what makes good educators great.
At my own school I was hoping this would take off on its own, and just last week, I walked down the hallway to find poems 5th graders had written hung up in the hallway, and BAM… 2 boys who usually struggle with writing and being involved paired up to write a clever poem. Later in the day, I had a 4th grader come up to me proudly showing me a fidget spinner he designed and made himself all out of those plastic beads that you iron together!
After these two brief interactions, I did some quick searching and found some great ways that could be used to integrate and bring authentic learning to the classroom. As I said before, there are still many variables a teacher may need to wade through before taking the full plunge into spinners in the classroom, but this is the “hotness” that is out there with our students today. The all out banning of these spinners may be the way one teacher needs to go, but being able to embrace what the students are excited about and bringing it to the classroom is the #1 way to engage the students fully into their learning and have them asking for more!
Check out these few examples of ways you could use spinners in your classroom. Share your thoughts on the “Great Fidget Spinner Debate” below in the comments!
Are you into 3D printing? How about Downloading Unique Printable Guides to design your old fidget spinners in the classroom!
How about trying out the Fidget Spinner STEM Challenge with your students?
How about having your students Build their own LEGO Fidget Spinner? You can even turn it into a PBL Fidget Spinner Lesson after they have built them!
Still looking for more? Check out the over 75 different Fidget Spinner Lessons on Teachers Pay Teachers!
April is #NationalPoetryMonth, so why not try a fun lesson with poetry AND math?! Try integrating Haikus into your Math Unit! Many times I see students struggling to come up with an idea for a poem, such as a haiku. Writing Haikus has just taken on a whole new purpose with trying to write word problems in the form of a Haiku. The best part about it–they don’t necessarily have to be solved. It’s just another way to get students thinking outside the box in writing.
Have your students tweet out their best and tag #wordproblemhaiku!
Here are a couple I came across on Twitter that were intriguing:
My dog’s bandana
Folded into a triangle
What’s the area?
Bought a nice fishtank
We could find the volume, or
Fill it with a hose.
Two trains traveling
One east, one west; different speeds
When will they collide?
Sides of three and four,
what is your perimeter**?
I sure hope you’re right.
**It was originally hypotenuse, but I changed it for my elementary kiddos
Engaging students in their learning and having them take ownership of the content is something I’m always looking for in the classroom. When I was a classroom teacher making movies using the French Art Form of Tableau about Famous Americans was a classroom favorite of my students. The students had to act out their own scene of an important event that happened in a Famous American’s life using these Tableaus. As you can see, the students really got into it!
1. Research The Famous American
2. Come up with an important scene from their life to act out
3. Come up with their characters
4. Come up with the scripts
5. Practice, Practice, Practice.
The best part about making these movies–THE BLOOPERS! The students loved watching this movie because it is obviously hilarious, but it also gave the students a sense that it is okay to make mistakes in their learning. We roll through the mistakes and learn from them…. and they’re hilarious. “Rosa Parks on a School Bus?????” Haha!
Back to School is right around the corner! This is the time when educators really start hearing and seeing amazing motivational speeches to get them pumped for the upcoming year. One of my favorite educational based motivational speeches comes from Rita Pierson titled Every Kid Needs a Champion. If you haven’t seen this one, I highly suggest watching it. You will be moved to tears and ready to jump into the classroom and make a difference! Check out the following link to watch more great Educational TED Talks.
This is the best thing about motivational speeches – They can come from anywhere! That being said, you still probably wouldn’t think of the retail store Target when it comes to motivational speeches. In steps an employee named Scott. Just prior to Target’s 2014 Black Friday Opening this guy jumps up on a checkout line and delivers an epic 55 second speech right before turning to the doors yelling, “Let them in!” Check it out:
Now this speech was a little silly for a retail store opening, but what’s really awesome to me is that he had all of those other employees’ attention. That last push to get them pumped for what was about to happen is inspiring. I know if I was working that night at Target I would be fired up to work as a team and as a family to take on the opening that was about to come.
I find myself looking for more of this in education. We as educators should feel a sense of duty to want to motivate our students like this. More often than not, we simply expect our students to fall in line and just do the task laid before them, and then wonder, “Why are they so tired and bored?” We need to find ways to engage and inspire our students to take ownership of their learning. Just as Scott showed us, we all need a little motivating to complete the upcoming task at hand. We need to lead our students with a sense of contagious optimism and encourage a meaningful, common vision. This will lead to students becoming accountable for their learning and see it as a lifelong journey and not something to simply keep them busy. It will lead to them wanting to eagerly complete assignments. Students must be given the opportunity to maximize their potential, and they should be inspired to do so. We need to bring the excitement, the enthusiasm, and the fun back to the classroom, and if it takes a little “Checkout Stand Motivation,” I am all about it! What will your “This.Is.Target!” moment be to start the year??
Years ago, when I taught 3rd grade, I was never fully satisfied with the various ways I ended my school year. Too many times, after an amazing year of incredible experiences and powerful relationships, it just seemed…anti-climactic. I hated it. It bothered me. The bell rang, they walked out, and I felt that I missed an opportunity to do something with real impact.
My last years in the classroom I knew something had to change. We did all kinds of projects the last weeks of school, and one of my favorites was a Claymation project. I didn’t fully know what I was getting myself into, but I jumped in the deep end, the kids stepped up, took ownership, and they really came up with some amazing final products. Here are couple examples from two groups if you’re interested…
I didn’t fully know the impact this made until recently when a couple former students randomly reach out to me and told me they loved making these projects and missed being in my class. It was truly a rewarding moment. I was simply coming up with some engaging lessons that at least I, myself, would have fun with, and it hit home with some students a lot deeper than I expected.
I want your last moments with your students to be powerful, too! As the year is coming to a close it is important that we continue to deliver those meaningful and engaging lessons. I know that sounds cliché but every moment we have with our students is a chance to make an impact on their learning. So, how will you end your school year in a way that is worthy of the significance of these last moments?
Last year, while finishing up my Masters in Educational Leadership and Policy at the University of Richmond, one of my assignments was to create a Twitter account (more than complete before taking the class) and start building our own Personal Learning Network, or PLN which I love to expand and grow everyday! I missed the class when everyone set up their Twitter accounts because I was presenting at the FETC Conference, but it was really fun participating in class through Twitter at the airport helping show the power of Twitter. One of my classmates, Sara Luckert, posted a funny article about 17 things you can do while actively monitoring a standardized test, and she also mentioned that she is now being followed by her principal, Dr. Brian Fellows, on Twitter. Adding to that, she said she wants to make sure she maintains a level of professionalism. This really got me thinking. Other than my two years as an ITRT, I’ve never had an immediate supervisor following me on Twitter, Facebook, or other social media platform. Do you think people would act differently through social media if they had their administrators following them? Out in the “real world” I have seen stories of people being fired for things they have posted. Here is just one article on 17 people who were fired for ways they used Facebook. (Four of the 17 are teachers!)
The way I see it going down the road, I don’t see many of my near future bosses following me. (Update: My principal is following me this year, and I love it!) I don’t say this as a knock on whomever they may be, but rather these people, more than likely, being a generation of people who aren’t as connected on social media. I also say this hoping that I am wrong! I welcome them to follow me because I see it as a way to let myself shine in other ways than being observed in the building. My own county’s @HenricoSchools Twitter account is following me as well as my school’s @SandstonElem account that I run. As intimidating as this could be, I really feel this is powerful knowing my own school system is interested in the following the information I am sharing. Knowing the power of it makes me want to lead the way and entice more of my teachers and instructional leaders to become involved in social media in professional ways. Many of my teachers follow me on Instagram and Facebook, and I follow them. I don’t think they are looking at it as me “watching” them, but rather as a way to build our relationship as coworkers. In doing so, I know I am taking the opportunity to show them how I can hold myself to high standards on these platforms in a personal and professional way.
Like it or not, as educators, I think we have to hold ourselves to a little bit of a higher standards than others in public. We’ve all had those interactions with students out in public. As an elementary educator I feel like a rock star seeing kids freak out or get real nervous seeing me in public which is totally different in the way they way they act in the school building! Putting ourselves out there in public on sites like Twitter opens us up to a broader market. It is like being out in public but on a grander scale. I use my same Twitter account (@trockr11) professionally and in my personal life, and I find myself censoring myself on certain topics. As educators, in my opinion, we’re always leading, teaching, and modeling. I’ve always viewed being on any social media as a perfect opportunity to model digital citizenship. As I noted before, I want more of my colleagues to join social media platforms – not only to better themselves, but also to help motivate and engage our students. Although I may not have my elementary students following me, I do have many former students in middle and high school who follow me, and I know the professionalism I hold to whomever sees my posts carries a lot of weight in the way people perceive me as an educator and education in general.
Today, I attended the first day of the The FETC Executive Summit in Orlando, FL. The Future of Educational Technology Conference is one of my favorites to attend, and being invited to the Executive Summit that includes state- and district-level IT leaders, superintendents and administrators was a huge honor to me. This is the 2nd year FETC held an Executive Summit in hopes to bring these people together to gain new insights and knowledge about major societal and technology trends impacting their schools.
Listening to amazing Edu-Rock Stars George Couros, Dwight Clark, and Thomas Murray, brought me to the biggest theme I took away from today: Relationships Reign. There are so many issues debated in the the education world today: ed reform, school policy, technology trends, national standards, school safety, no child left behind–the list goes on and on. There is one topic that all educators can and should agree on: building strong and meaningful relationships and motivating our students will foster a positive and inviting classroom leading students wanting to succeed in the classroom. Dwight Clark notes, “no significant learning can occur without significant relationships.” When we create these meaningful relationships with our students AND teachers we can inspire innovative learning, come up with solutions instead of excuses, and not necessarily doing something new, but do something better. As educators, if we want meaningful change, we have to make a connection to the heart before we can make a connection to the mind.
Now, I’m not naive to think that this is the only thing that will help students or that it will even be an easy process. That being said, making this a priority in schools and classrooms will only help the process of improving many issues that may arise. If you’re a classroom teacher and think, “I’m tied to my classroom. I can’t do anything for the whole school.” Think again! Think big, believe big, act big, and the results will be big.
Positive relationships and motivation are contagious! In an education system where many of the educators on the front lines—the classroom teachers—are frustrated, motivation to stay the course is imperative. As soon as the drive to be the best at one’s craft starts to diminish, the quality of work and work ethic will quickly follow suit, and so will the students’ drive to succeed. We need to continually ask ourselves, “Would I want to spend the whole day learning in my own classroom?” If the answer is no, how can we viably ask our students to do the same thing? We don’t want our classrooms to suffer from “The Cemetery Effect” as Thomas Murray so eloquently coined. (I particularly like the tennis balls on the headstones to keep them quiet)
A sense of contagious optimism from administration and teachers will help motivate the students in a positive direction. It’s not always easy, but as the great Julius Erving once said, “being a professional is doing the things you love to do, on the days you don’t feel like doing them.” There will be days that are hard to handle, but handled with a sense of contagious optimism for students and colleagues, can help motivate that sense of drive to get the job done in an innovative and positive way. As George Couros said, “we need to make the positives so loud, that the negatives are almost impossible to hear.”
Use this positive relationship building and contagious optimism and take a stand to make education FUN! Make your classroom one that your students want to attend everyday! We want our students fighting to want to be at school. Make your students say, “NOOOOO!!!” when you tell them they will have a substitute the next day. Get your students to ask everyday, “What crazy awesome things are we going to do in class today?” Think of your class as a dance party, and you’re the DJ. Do you want your students sitting on the outside of the dance floor, arms crossed, just listening to the music? Of course not! Its your job to get them to dance! Get those students on the dance floor and rockin’ out to their learning! Find the “music” that innovates and motivates their learning and keeps them dancing and begging for more!
The little doctors at Neff Hospital had to use their knowledge of word families and letter sounds to complete CVC words. They carried their “patient charts” around the room, and they had to perform vowel surgery on their “word patients” who were missing their medial short vowels. Students looked at the pictures accompanying the word, sounded out the word determining the missing vowel, and using the surgery tools, “healed” the patient and updated their patient chart.
It is so refreshing seeing amazing teachers at work. Ms. Neff took a basic language arts skill that could be done with a simple worksheet, and she turned it into one of the most engaging kindergarten activities I’ve seen. Not only did the students have the opportunity to enhance their learning in content, but they were overly excited to build their words! Check out some amazing pictures from today’s lesson!
I love being amazed and in awe of awesome and engaging lessons that I see teachers use in their classroom. This week, a former colleague, Frank Fitzpatrick (Mr. Fitz), posted about a lesson where he taught his students about silent movies through a novel. His students were reading The Invention of Hugo Cabert. This book uses amazing imagery to tell the story. The imagery and illustrations are used to tell the story as a silent movie in book form. It tells the story of Hugo, an orphan, who lives in the walls of a Paris train station. When Hugo gets caught stealing a toy mechanical mouse to use in his attempt to repair a mysterious machine he’s trying to fix, everything starts to get a little bit messier. The owner of the toy shop who catches him is named Georges Méliès – who is also a real-life pioneer of silent film making. These little, real-life nuggets of information are intertwined throughout the entire book by Brian Selznick. Mr. Selznick references multiple silent movies and films and credits them all at the end of the book.
The aforementioned Mr. Fitz could have easily read this book with his students, referenced some of the things talked about, and moved on to the next novel study. What really got me jazzed about this lesson is Mr. Fitz took the real-life teaching moments from the book and taught his students about Silent Movies. All of our students love watching movies, but learning the roots of something they love really set the hook! Mr. Fitz even got so far into the fun that he taught them about Buster Keaton, another comedic silent-film pioneer, and Mr. Fitz’s students used his “gag” style elements in their own movie making! I had to share this awesome video about Buster that Mr. Fitz had found and used with his students! Watching this mini-documentary about him and seeing his students’ work connected perfectly!
Not only did Mr. Fitz get into real world teaching and learning to go along with the novel, but he took it to the next level! Here’s my favorite quote from Mr. Fitz’s, “The Chase” blog post: “I always try to end the novels we read with a creative challenge. For Hugo, I challenged my students to create a silent movie that told a story in the style of the movies that we watched and the book we read.”
This is what education is all about! Create the hook, engage them in their learning, and let them fly!! Check out this awesome Buster Keaton inspired work from his students!
Want to try this with your students? Check out my man, Jim Covais’ blog post today that has a video organizer you can download and use with your students to help organize their thoughts and plans for different scenes!
Sandston Elementary’s School Theme this year is “I Celebrate Me!” One of the biggest things we want to accomplish is celebrating all the accomplishments our students achieve throughout the year. It can be academic related, conduct related, family related, or even something they’re proud of outside of school. Kim Powell, our principal, and I, along with the whole staff are working hard to build and strengthen the relationships we have with our students, parents, and our Sandston Community as a whole. Being this is one of our big goals for the year, having Sandston STAR Shout Out Celebrations at the end of each grading period is a high priority. Working closely with our Community Partners, Siemens and the Henrico Education Foundation (HEF), we were able to earn grants and fund this amazing project! What do these celebrations include? First, we have a huge celebration assembly in the morning. Here’s a breakdown of the fun we had at our first assembly of the year:
- Recognizing student awards: A Honor Roll, A/B Honor Roll, Citizenship, and Attendance
- Recognizing STAR Character Award winners from each class
- An appearance from WebstUR, UR’s Spider mascot, to help pass out the STAR Character awards
- A Whip/Nae-Nae Aerobics Workout performance from the 3rd graders and PE Teacher
- Recognizing our Parent Honor Roll members who have reached 200 points
- Awarding the Turkey King/Queen Crown to the teacher of the class who brought in the most cans for the Henrico Christmas Mother
For the second part of our Sandston STAR Shout Out Celebrations, the students participate in activities we plan with groups outside of school. As part of our School Wide Behavior Plan, teachers award points to students using Class Dojo throughout each grading period. If students reach the Class Dojo point goal for the nine weeks, they receive their “Star Ticket” to the activity. Siemens helped provide us with Plush Gold Stars to award the students for this grading period! For our first activity of the year, we used a portion of our HEF Grant to have Richmond Ropes come out! This amazing group took groups of students in 4 one-hour sessions and helped the students work together in team building “low-ropes” activities. It was an extremely rewarding experience seeing students critically think and work together to solve the challenges.
Today’s events were only the beginning of big celebrations we hope to provide throughout the rest of the year. Check out this small snippet from all the fun today!