Showing posts with label teacher tools. Show all posts
Showing posts with label teacher tools. Show all posts

Wednesday, February 1, 2017

Senior Post-Graduation Plans




Every January, Freshmen, Sophomores and Juniors were able to see their goal: To be a senior in my German or French class and write their post-graduation plans on the poster in front of the room for all to see. In order to do that, of course, they had to be enrolled in my class as a senior. This message was subtle, but it worked.

I started displaying this special poster every January several years ago. It is a simple thing to do. It seems insignificant, but the impact was huge. My goal was to encourage students to go to college. At first, only a few had such plans. After a few years, there was a shift. The last thirty years of my teaching career, all of my seniors went to college.

But there was a secondary benefit that I did not expect. Often I heard underclassmen saying, “I can’t wait until it's my turn.” They knew they had to be enrolled in my French or German class as a senior in order to put their names and post-graduation college plans on the poster. This helped my advanced classes grow in size.

Supplies Needed: One large white poster. If this is not available on campus, go to Smart and Final or some other restaurant supply store and buy yourself a roll of white butcher paper. It is much less expensive, and has many uses. Two fine, felt tipped pens of two different colors. I used black and blue, but any two dark contrasting colors will do. Two wide, felt tipped pens of two different colors. Pick colors that are bright, cheerful and easy to read from a distance.

Procedure: 1. Using the wide pens put the title SENIOR Post-Graduation PLANS on the top of the poster. 2. Create two columns on the poster, numbering one through the total number of seniors you have enrolled in all your classes combined. 3. Ask seniors to tell you when they have decided which college they are going to attend, and have been notified of their acceptance. 4. Once they know where they are going, have them put their first name and last initial next to a number, the name of the college or university, and what they are going to study. If their major is undecided, they write “undecided”.


Be sure to hand them the fine, felt tipped pen you want them to use, alternating colors to make it easier to read. Remind them to write bold, like John Hancock. You will have to stay on top of them, until this becomes a tradition in your program. Once it becomes the thing to do, they will remind you. This annual event helped create a positive vibe in class. Students were proud to display the fact that they reached their goals. This instilled the desire to take part in the underclass students in lower levels of French or German. As a side benefit, administration liked it as well. It’s easy. It’s fun. It encourages students to stay in German or French until they graduate and to go to college. All good.

You are reading from the blog, RoadtoFreeCollege.com, where we empower families with knowledge to navigate the path to higher education without the burden of excessive loans.

 

For more information, you’ll want my book, Free College, CLICK HERE . It teaches families how to help their kids become more successful in school, college, and life.

 

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Image Credit: Pixabay

Thursday, October 6, 2016

Stress Free Testing




A professor in one of my college French classes was on loan from the Sorbonne. He was great, but caused so much fear during testing, I didn’t do as well as I could. I remembered him when I began teaching. I knew I didn’t want to recreate the testing experience I had endured. There’s a mountain of vocabulary words and grammar to learn and test in a foreign language class. But nowhere is it written it has to be done in one sitting.

Several times each week, I gave my students a little quiz. They were little physically on purpose, (we used old printer paper ripped into four pieces) and short (only five questions, with a bonus at times). Since they were small, frequent and only worth five points (a chapter test was 100 points), they were low stress. Students prepared for them daily because they knew they were coming.

If they blew a quiz, it wasn’t devastating to their grade because it wasn’t weighted heavily. Again, this lowered stress. If a student was absent the day before, I required him to take the quiz anyway. This way, when someone was out, he looked online or called a classmate and found out the homework. Students were usually prepared for the quiz despite being absent.

By giving these vocabulary and grammar quizzes frequently, students studied throughout the chapter, instead of waiting until the day before a test. This meant they were better prepared and only needed to review the night before in order to do well. Stress was reduced, and they were better able to perform during a test.

It’s easier for a teacher to record lots of little quizzes than it is to remediate when students do poorly on big tests.

You are reading from the blog, RoadtoFreeCollege.com, where we empower families with knowledge to navigate the path to higher education without the burden of excessive loans.

 

For more information, you’ll want my book, Free College, CLICK HERE . It teaches families how to help their kids become more successful in school, college, and life.

 

As an Amazon Associate, I earn from qualifying purchases, at no additional cost to you.


Image Credit: Google Images