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Sure-fire Ways to Motivate Your Students

Five Practical Strategies for Helping All Students Reach Success

Julia G. Thompson
Practicing teacher and author of Discipline Survival Guide for the Secondary Teacher The First-Year Teacher’s Survival Guide The First-Year Teacher's Checklist: A Quick Reference for Classroom Success The First-Year Teacher’s Survival Guide Professional Development Kit

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All material in this book not specifically identified as being reprinted from another source is copyright 2011 by Julia G. Thompson. You have permission to make copies for your own classroom use. You may not distribute, copy, or otherwise reproduce any of this work for sale or for commercial use without written permission from the author.

Much of the material in this work has been adapted from Year Teacher's Checklist: A Quick Reference for Classroom Success; The First-Year Teacher’s Survival Guide Professional Development Kit; The First-Year Teacher’s Survival Guide; and Discipline Survival Guide for the Secondary Teacher. All illustrations are from the 2007 Power Point clip art collections.

“It’s kind of fun to do the impossible.” ~Walt Disney

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You have enormous power over the lives of your students. In fact, you can make the children in your classroom into successful students or you can make those same children into failures. Your beliefs about your students create this power in a self-fulfilling prophecy. The self-fulfilling prophecy begins with the expectations you have about your students. These expectations are your unconscious as well as your conscious attitudes about your students’ ability to succeed. You communicate those expectations to your students in many subtle ways such as though your body language, the assignments you make, the language you use, and how much time you spend with individual students. Because humans tend to behave as they are treated, your students will react to the way that you communicate those expectations to them. If you think highly of your students, they will tend to behave better for you than for the teachers who obviously do not enjoy being with them. If you believe that the students in your class are capable of good behavior and academic success, then your students are highly likely to behave well and strive for success. When you begin to think about how you will motivate your students to succeed, don’t disregard the remarkable power of the self-fulfilling prophecy. After all, somewhere along the way, a teacher had faith in you and empowered you with that faith.

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Sure-fire Ways to Motivate Your Students
Motivation is one of the most important, most influential, and most neglected aspects of a teacher’s lesson plans. We take the time to plan activities, homework assignments, assessments, and both direct and indirect instruction, but we seldom write down what it is we intend to do to motivate our students to want to do their work—and want to do it well. It is a paradox that we seldom take time for one of the most vital aspects of successful instruction. No lesson, no matter how beautifully planned and organized can succeed if our students simply choose not to do it. The short-term result of this lack of motivation is harsh. Instead of a pleasant hum of engagement, students busy themselves in unproductive and destructive ways. The long-term result is even more heart-breaking. Adults who can’t read, write, or function successfully in our increasingly complex society lead miserable and desperate lives that are a drain on national resources. While motivation is a vital aspect of any classroom, it is also a complicated subject. There are many, many current theories about educational motivation. Perhaps the most respected voice in the field is Jere Brophy. You can learn more about his theories in his excellent 2004 book, Motivating Students to Learn (2nd Edition) published by Lawrence Erlbaum. Brophy, like other credible experts, tells us what experienced practicing teachers have known for years: there is no magic bullet, no one quick fix, no easy little strategies that will transform our students from uncaring children into avid scholars. Instead, what we twentieth-century teachers do is simple. We use as many techniques, strategies, tips, and activities as we can to appeal to as many of our students as we can as often as we can. A multi-faceted approach to the complex and challenging problem of reaching and teaching our students is a tactic that works for many of us. In this booklet, you will find five powerful ways to motivate your students no matter their age or ability levels: 1. 2. 3. 4. 5. Strive to make success attainable for all students. Help students set and achieve achievable goals. Form positive and respectful relationships with students. Offer engaging lessons. Develop into a charismatic classroom leader.

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or work The work is not relevant to their needs Their work is relevant to their needs.behaviourneeds. but are in a classroom where they are expected to work quietly and passively They lack confidence Their goals are unrealistic They do not see the connection between the daily work they do now and the successful future that they could have The offered rewards do not appeal to them They have little or no curiosity about the lesson They do not relate well with their classmates They perceive their teacher as uncaring The learning style of an assignment is very different from their preferred learning style They lack the prerequisite skills to master the work successfully Their peers mock them for school success There is no long-term planning in their home lives They are tired of being told what to do They have no plan for managing their 4 .WHY STUDENTS ARE NOT MOTIVATED TO DO THEIR SCHOOL WORK                               The work is too difficult The work is too easy Their work may not be appropriate for a significant number of students They are distracted by someone sitting near them They are distracted by an event that happened at home or in the neighborhood The work is booooooring! They don’t know what to do how to do the work They are perfectionists and are fearful of failing They are ill They live in a culture with different values from the values of their school They need special assistance with school work and do not receive it They need activities that encourage them to be active. materials. but students don’t understand that it is They do not have enough background knowledge to connect present learning to previous knowledge They can’t read or write well enough to do the work quickly and efficiently No one at home stresses that they need to do well in school Brought to you in association with Behaviour Needs Ltd www.

You’ll both benefit from the encouragement you give each other. don’t just shove papers into your book bag or notebook. When you pack up at the end of a class. 4. If we want students to be successful. Be an active learner when you study your notes. if you have homework in three subjects on the same 5 . Brought to you in association with Behaviour Needs Ltd www. 5. These tips should be taught one at a time over a period of time for maximum effect. you will need to spend more time than on the nights when you have homework in only one subject. instead. At the end of class. Set up a comfortable study area at home where you can store your supplies and work without interruptions. Plan your work as far in advance as you can. Find a friend with whom you can study. Spend thirty seconds stowing your work in an organized way so that you can find it quickly. Allow enough time to study. 6. When you have to read a selection and then answer questions about it. 9. 11. Attend class. Prioritize your time. make it yours. 14. One of the most obvious ways to begin is to make sure they know how to attack their work. Students who are in class do better than those who are absent. 10. Who can blame them? In this section you will find several different suggestions for helping your students 1. try to fit in one more problem or read one more page. we need to teach them how to go about the business of being a student. 2. 1. Limit phone calls.SECTION ONE: STRIVE TO MAKE SUCCESS ATTAINABLE FOR ALL STUDENTS One of the surest ways to motivate students to succeed is to make success attainable for them. read the questions first so that you can read the selection with purpose. It’s something you must do. 8. Don’t just look them over. 3. underline or circle key points. Learn to use a calendar or a planner and allow plenty of time for projects that may take longer than you think they should. don’t just sit and watch the clock. however. Pack your book bag at night and leave it by the door so that all you have to do is grab it on your way out in the morning. Concentration is an acquired skill. 16. Most students are savvy enough to realize that if they are never going to succeed in class. This will save you trips to the store the night before a project is due or having to borrow pens and paper. there is no point in trying.1: Thirty-six Study Skill Tips for Students Too often we believe that someone else has taught our students to study. Take notes in pencil or erasable pen so that they will remain neat.behaviourneeds. too. You’ll have to make choices about all of your activities if you want to do well in school. text messages. 15. Students of all ages are nothing if not practical about their work. Make other arrangements with your friends so that you can communicate with them and get your work done. Focus your attention in class and while you are studying. 13. Make sure you have the supplies you need for projects and for class. For example. 7. Homework isn’t something you should do when you have the time. and instant messages on school nights. 12.

33. 22. Try to study at a time of day when you are alert. When you have facts to look up and learn.behaviourneeds. Study the most difficult or boring subjects first. ask yourself what you could do to learn just one more fact in the assigned work. Take the time to do each assignment correctly the first time so that you don’t have to redo it. Use your class time wisely. concentrate on learning them as you look them up. Write down your homework assignments so that you won’t have to waste time phoning around to find out what they are or worrying about whether you did the right ones. While you want your work to be accurate and neat. It will take you longer to master the material if you have to memorize them later. 30. Review your class notes before you start your homework. 36. Make it a short break. book bag. 23. You will find it easier to do them well when you are not tired. Reward yourself for staying on task for a week or even for a day if you had to struggle to do it. frequent formative assessments are one of the most valuable tools teachers can use when offering either whole group or differentiated instruction. It’s not sensible to waste time picking over mistakes that only you notice. Work with a purpose in mind. Staying organized is an important part of being an efficient student. don’t be afraid to admit it.17. 20. Asking for help when you need it is one of the best ways to be a successful student. In fact. 29. 26. and use it when you review on your own for tests. Make a list of your goals and the reasons you want to do well in school. and page number so that you can find information quickly when you need to review. read or review your notes for an upcoming test. Set aside a set amount of time each night to study. 25. 21. Always label your work and your notes with the date. 1. When you find that your locker. formative assessments are designed to help students improve their knowledge or skills as they work through a unit of study. While summative assessments serve to assess how well students have mastered material. 27. If you don’t have any written assignments. 18. take a few minutes to clean them out. one of the most difficult challenges for teachers involves helping students learn to use formative assessments as encouragement to stay on task Brought to you in association with Behaviour Needs Ltd www. 24. but get up and move around. A quick review will refresh your memory and make doing homework much easier. however. Take a break from your homework about every fifteen or twenty minutes. Most people are more alert during daylight hours. 34. subject. 19. 35. 31. Stay away from the television and the phone. You need to have enough rest so you won’t be sleepy in class. 28. At the end of a homework assignment. If you need help. or notebooks are getting messy. 32. This will help you stay on track when you are tempted not to give your best effort. you will cut down on the time it takes to do homework.2: SHOW STUDENTS HOW TO BENEFIT FROM FORMATIVE ASSESSMENTS As teachers and students are well aware. don’t be a perfectionist. Don’t give in to the temptation to stay up too late on school nights. Develop a few abbreviations for some of the words you use most often in your notes. If you do this instead of 6 . Figure out what learning style you prefer. As valuable as formative assessments are. assessments are a ubiquitous aspect of their educational lives. It will save you time at home if you learn the material in class.

The range of formative assessments is limitless. however can help their students overcome their initial negativity and learn how to use the information they gain from formative assessments to improve their academic performance. often they can become so discouraged that they quit trying to do their assignments 7 .and work hard to achieve their potential. and other unpleasant class disruptions. Teachers who are prepared for this potential reaction. Other negative reactions can include defiance.  Labeling maps  Restatement of material in students’ own words  Labeling diagrams  Reading more on their own about a  Oral questions particular topic  Questions to be answered in complete  Worksheets sentences  Contracts for work to be completed  Essay questions  Oral reports  Multiple-choice questions  Formal speeches  True-or-false questions  Problem solving  Matching questions  Models  Putting items in order of importance  Project progress reports  Putting items in chronological order  Letters to the media  Research projects  Restating definitions  Research papers  Creating definitions  Self-evaluation  Word games  Students evaluating each other’s work  Puzzles  Completion of checklists  Sentence completions  Analogies  Questions generated independently  Teaching material to someone else  Identification of main points  Posters  Original writings  Booklets  Classification of material into categories  Portfolios  Evaluating material for themselves  Book reports  Combining various elements in a lesson  Questions designed to facilitate comprehension  Recognizing characteristics  The number of correct responses in a  Recalling facts class discussion  Using context clues  Completion of a project based on  Applying knowledge from one unit of previous knowledge study to another  Recognition of names in the news  Completing an experiment  Class newsletter  Summarizing  Organized notebooks  Expressing opinions Brought to you in association with Behaviour Needs Ltd www.behaviourneeds. angry outbursts. The problem that many teachers experience with this type of assessment stems from the reaction that their students can have to a poor performance. In this list you will find some of the many formative assessment activities that you can use to determine how well your students have mastered the material under study.

how they prepared for this 8 . Our students vary widely in their approaches to learning. Use this tendency to have students help each other determine their weaknesses and strengths. etc ) for students to use before submission. consider grading only part of an assignment. Have students complete a self-reflection/partner-check form 1. o Have students explain to partners what they will do differently on the next assignment. mistakes to avoid. Brought to you in association with Behaviour Needs Ltd www. o Allow students to write an explanation of their thinking process on various questions. o Often students are more willing to take more time and care assessing another student’s paper than they are their own. their readiness levels.  Many students only want to complete assignments that will be graded by a teacher. They can include an explanation of what they should have been thinking as well as what guided them to answer the way that they did. In the following list. their strengths and weaknesses. o Ask students to assess their readiness to move on to new material. o If the assignment has included a checklist (steps to complete.  Other ways to use formative assessments to encourage students to improve their performance can include these quick methods o Help students correct their papers for a return of partial credit or for a chance to retest. By offering a rotating menu of differentiated activities designed to appeal to as many students as possible. If they are not ready.3: DIFFERENTIATE! OFFER ACTIVITIES THAT APPEAL TO VARIOUS LEARNING STYLES One of the most profound changes in educational theory in recent years is the gradual acceptance of the importance of differentiating instruction to meet the needs of every learner in a classroom.      Making comparisons Drawing contrasts Analyzing information Debating issues Constructing models Paraphrasing      Illustrating ideas with words Writing samples Drawing maps Drawing diagrams Applying book knowledge to real-life situations In this list you will find a variety of ways that you can help students overcome their negative reactions and benefit from formative assessments. and what they learned from their work. as well as many other factors. giving a quiz on the material instead of a grade. difficult assignment. you will find sixty different ways to adjust material in such a way that students may be more inclined to so their work than if they were faced with an undoable. teachers make success more attainable than ever before. or allowing students to select their best work from a group of assignments. their cultural backgrounds. To overcome this reluctance without having to assign a grade for on every paper that your students complete. ask them what their next steps should be. final reminders. ask students to use the information they have gained from the formative assessment to personalize their own checklist before they submit a final version of the assignment.behaviourneeds.

Students listen to recorded material as they read or instead of reading. agendas allow for differentiation by offering work that is less or more challenging while appealing to learning preferences. or other factors. While students may have some assignments in common. _____Accelerate/Decelerate: Alter the pace of instruction according to student need. Display items from a unit of study in a box for students to use to analyze and predict information. These should be related to the unit under study. ideas. Provide study guides.behaviourneeds. May be used for enrichment.Auditory=A Visual=V Tactile=T Blended=B 1. Offer individualized personal checklists of work for students to complete a set time—usually a week or so. Ongoing independent. interest. _____Artifact Box: 8. Students brainstorm/recall words. meaningful activities that students work on when they complete one task and are waiting to begin another. 6. and other material in advance of learning to help students activate prior knowledge and improve 9 . It is a very useful activity for enhancing student interest. _____Alternative Texts: _____Anchor Activities: 7. _____Alphabet Boxes: 5. 2. A grid of squares with a letter of the alphabet in each square. graphic organizers. a student would write “Polar bears endangered” in the “P” box and “ozone” in the “O” box and so on for every letter. introduce. _____Advance Organizers: 3. in an alphabet box for a unit on global warming. _____Audio Material: 9. or remediation. Audio material can be used to study. and concepts related to a unit. Students read different texts based on readability. Change due dates to meet learner needs. _____Agendas: 4. teaching. process. or product. but do not change the content. review. or in many other ways. _____Brainstorming: Brought to you in association with Behaviour Needs Ltd www. For example. Students generate ideas independently or while working with others. Brainstorming can be quick and informal or detailed and elaborate depending on the need.

they are given or select a topic to write about and in the other. 11. Break assignments into smaller. The teacher calls out a topic and has everyone in the class write about it for one minute. Students use handheld devices to respond electronically to answer questions. For example. Before leaving 10 . Students are given a menu of possible tasks to accomplish. _____Stations or Centers: 20. apply. Different areas in the room (or online) where students work on varied activities designed to extend. 12. they write a response to the topic. _____Chunking: 15. _____Clickers: 16. _____Case Studies: Students investigate real-life situations through reports. _____Compacting: 17. Compare and discuss the work of the five chalk writers with the work of their classmates. Students write two column notes about information they read or hear. and other observations. and argue. or remediate instruction. _____Dialectical Journals: 19. They can then use the extra time for other learning activities.10. more manageable parts and offer structured directions for each part. _____Choice Boards: 14. Give students these step-by-step directions or have them design checklists of tasks that they need to accomplish during a unit or during a class. compacting allows the more advanced learners to move ahead in the curriculum by elimination unnecessary work. This allows for a structured student choice. _____Checklists of Activities: 13. They complete their investigations in cooperative groups. They then predict if another slide is on the way. The six parts include asking students to describe. They can also record information about what they still need to learn and what questions or concerns they still have. analyze. students write responses to questions about what they learned in class that day. After assessing what students know before a unit. Ask students to explore six different aspects of a topic. articles.behaviourneeds. teach. students study newspaper accounts of a mudslide and rocks from the area. associate. _____Exit Tickets: Brought to you in association with Behaviour Needs Ltd www. compare. _____Chalk Talks: Five students go to the board and stand so that they cannot see each other’s writing. Often a physical cube is used. _____Cubing: 18. In one column.

The concept can be applied to reading of all sorts and to working out common problems in math or science courses. relationships. _____Interactive Bookmarks: 28. They trade their cards as quickly as possible for thirty seconds. _____Learning Contracts: 31. online games…the variety of games that can enhance instruction are endless. each student has a note card with a question about the lesson on it. students will have to answer their questions either in writing or orally. _____Jigsaws: 29. Each group member becomes an expert on his or her section and teaches it to the others. Students in a group divide the material to be studied into various sections. _____Metacognition Journals: Brought to you in association with Behaviour Needs Ltd www. _____Hot Potato: 26. Movement among groups is common. Students have the opportunity to work independently on material that they are particularly interested in. _____Graphic Organizers: 24. Students keep journals of the activities that they use to learn. _____Manipulatives: 33. Visual representations of reading material. define words and make observations as they read. _____Independent Studies: 27. _____Learning Buddies: 30. and learning styles. _____Games: 23. _____Homework Choices: 25. interests. 22. the tactile learner benefits from being able to associate movement and material to be 11 . Students choose the activities that they would like to use to complete homework assignments.behaviourneeds. and other information. processes. When time is called. Hands-on activities can be used to help students in all disciplines learn. They write out their thoughts about what they do to learn new material. Students work together in pairs or teams to master material. From science labs to word sorts. Students enter into an agreement with their teachers at the start of a unit to complete certain assignments and meet certain evaluation criteria. Students use premade bookmarks specific to a unit of material to record notes. _____Flexible Grouping: Match students according to factors such as readiness. Similar to the Tingo Tango game below. Low-tech games.21. They are usually provided with a bank of possible activities in advance of the assignment. _____Learning Circles: 32. answer questions. Students gather to discuss a piece of literature or a reading passage in depth.

students share their choices in small groups. _____Post-hole Problems: Students have brief lessons designed to target specific areas for remediation or enrichment. _____Student Experts: Brought to you in association with Behaviour Needs Ltd www. The other members of the group react to what was read. procedure. and one thing they can apply in another way inside a circle. _____Reading Buddies: 41. _____One-Sentence Summary: 37. 39. Students take turns solving problems or answering questions. during a unit about the American Revolution. 45. Students review and highlight each others’ notes. One student answers while the other coaches.34. Students write brief notes on sticky notes as they work or read.behaviourneeds. _____Sticky-Note Note Taking: 47. Once they have completed the reading. they write words. _____Round Table: 43. one thing they loved inside a heart. Students discuss their work by sitting in a circle and taking turns. These can be used to apply information or add enrichment. concerns. Students read selections or passages together and work together on assignments. For example. or sentences that catch their attention. or responses to a question first. _____Respectful Tasks: 42. Tasks required of students are geared to meet individual needs rather than the needs of the entire 12 . or other new learning. _____Save the Last Word: 44. phrases. Students solve open-ended questions periodically throughout a unit of study. _____Rally Coach: 40. Students work together to create blogs and wiki postings. As students read. Differentiate instruction for various groups of students by offering instruction geared specifically to their needs. _____Note Check: 36. students are asked to view portraits of the leaders of the day and make predictions based on clues in the paintings. _____Mini Lessons: 35. three questions they have on the three points of a triangle. Students who have already mastered the material can serve as student experts on occasion. _____Shaping Up Review: Have students write the four main points of the day’s lesson on the corners of a square. _____Small Group Instruction: 46. Students write a quick summary of a passage. This works best if they have had time to write questions. _____Online Collaboration: 38. The student who wrote the material then has the last word about why his or her choices were significant.

They perform different tasks at each station. _____Write/Pair/Share: Brought to you in association with Behaviour Needs Ltd www. _____Two Minute Questions: 56. Small groups of students take turns rolling dice to select activities or answer questions. _____Tiered Activities: 53. Because of the various activities possible in one differentiated class. They then share their response with a partner first and with the entire group afterwards. the entire class. _____Task Cards: Students watch video clips or live demonstrations and record and share their observations. _____Tingo Tango: 55. the teacher will say “Tango” instead of “Tingo. They can then refer to the directions as class progresses. Students pause periodically during a class period and write a summary of key ideas covered that day. those with a reasonably good 13 . _____Tiered Centers: 54. _____Word Splash: 58. Work is geared for three broad groups of students: those with a poor grasp of the material. students read explicit directions for an activity instead of hearing a quick flurry of verbal directions at the start of class. _____Summary of Key Ideas: 50. Students do not have to complete the same work or complete it in the same time period. Students can also be given a list of words to be alert for as they begin studying. “Tingo.” The student holding the ball at that point will have to answer a question or call out a fact. _____Work Stations: 59. _____Student Observations: 49. Students work in various areas of the room at the same time. Students write a response to a question. 51.behaviourneeds. That student then passes the sheet to the next and so on as quickly as possible in a specified time limit.48. Seat small groups of students in circles. or study buddies. Pose a question and give students two minutes to write responses before sharing with group members. _____Whip Around: 57. _____Think Dots: 52.” At random intervals. Each activity is indicated with dots corresponding to the dice dots. Students generate a list of words associated with a particular unit of study before beginning the unit to increase background knowledge. and advanced learners who already have mastered the material. Students stand in a circle rapidly passing a soft ball around the circle as the teacher repeatedly says. Hand each group a sheet of paper and ask one student in each group to write a response to a question or idea about a topic. Students perform the activities at each tier of instruction at a center.

Don’t be fooled by students who inform you that they know what to 14 . Be alert to impatient.60. Ask students to rephrase directions until you are sure everyone knows what to do. To practice following oral directions. One way to raise your students’ awareness of the importance of following directions in a certain order is to give them a paragraph-style jumble of directions and ask them to sort them into manageable steps. expect your students to stop what they are doing and pay attention to you from the beginning of your explanation to the end. Seek clarification.       Brought to you in association with Behaviour Needs Ltd www. _____Vocabulary Charades: Have students work in triads to act out vocabulary words and definitions. Talk about it every day. Play a silly game. but a necessary life skill. These impatient students may just want to get started and do not always have a clear understanding of the assignment.  Make following directions well an important part of the culture of your classroom. anxious students. teach students to read the directions on the test with you.behaviourneeds. nodding three times. Expect and command attention.4: How to Make Sure that Every Student Knows Exactly What to Do Success is not attainable if students don’t know what to do. try a modified game of Simon Says. Ask students to focus when you read test directions. you will learn some very easy ways to deliver effective written and verbal directions. Ask your students to do such silly things as placing both hands over their ears. Work on it until your students see that following directions is not just something their teacher thinks is important. standing by their desks. When you are giving a test. 1. When you are ready to go over written or oral directions. They should not be trying to complete the first page as you explain the directions on the last page. Practice giving step-by-step activities. or holding up one thumb and three fingers. In this section. This also works well for key terms and facts in a unit of study. Use these mixed-up directions as a starting place to get your students in the habit of paying attention to step-by-step activities.

11 Take the time to go over directions orally with students. capital letters. This will help students understand the “big picture” behind assignments. 7 Keep each statement brief. “Look over page 17” is not a clear direction. It is better to give too many examples than too few. Instead. 4 Express directions in the form of logical steps students should accomplish to complete the assignment. List and number the steps in the order you want your students to complete them. try a bold font. 12 If you want to call attention to an item. 2 Make sure your directions satisfy the objectives of your lesson. use space to separate each one in a list. 6 Pay attention to the verbs you use. For example. underlining. 3 Divide large tasks into manageable smaller ones. Be as clear and as specific as possible. be sure to indicate those point values. For example. Telling students to “Read to the bottom of the first column” is more specific. This is especially important on tests where there may be several sections with different directions for each one. try “Write your answers on your test paper” instead of “Be sure to put all that notebook paper on your desk away because I want you to just write on the 15 . 5 Don’t arrange directions in a paragraph style. Brought to you in association with Behaviour Needs Ltd www.A DOZEN WAYS TO GIVE WRITTEN DIRECTIONS ALL STUDENTS CAN FOLLOW 1 Check for understanding by asking students to restate or clarify the directions and by monitoring students’ work after they begin an assignment. 9 One of the most successful ways to give directions for a long assignment is to use a checklist for students to mark as they go. or other eye-catching strategies.behaviourneeds. Are there any question? No? Great! Good Luck!” 8 Provide concrete examples to help your students understand what to do. 10 If the various parts of an assignment are worth different points.

com 16 .behaviourneeds. Then answer questions 1 to 9 and 11 to 17 at the end.HOW TO GIVE VERBAL DIRECTIONSALL STUDENTS CAN FOLLOW Imagine students’ frustration at hearing a teacher say something such as: “Turn to page 167 in your books and begin reading all of Section 18.” How could you avoid the mistakes this teacher made? It is not hard if you remember these simple guidelines. You have 45 minutes to complete this. Brought to you in association with Behaviour Needs Ltd www.

Practice goal-setting techniques in the various assignments you give your students.2: WEEKLY GOAL PLANNING What do I need to do this week to succeed in this class? Subject or Assignment Monday Tuesday Wednesday Thursday Friday Brought to you in association with Behaviour Needs Ltd www. we need to do so by helping them strengthen their own sense of self-worth by showing them how to set goals and then achieve them. Do they need to refine them? Are they taking the right steps? Do they need a mentor? Do they need more information about their goals? 2. When they have a large project.1: STUDENTS SHOULD PLAN THEIR CLASSWORK AND HOMEWORK 1.SECTION TWO: HELP STUDENTS SET AND ACHIEVE ACHIEVABLE GOALS If teachers are going to be successful at combating the negative messages that seem to surround today’s students. show them how to break it down into smaller parts and then set goals and timelines for each stage of the project. In this section you will find a few simple ways to make this process easy.behaviourneeds. 2. o o o o 17 . Have students evaluate their goals periodically. The most obvious benefit of this choice that we can make involves the purposeful class atmosphere that results from students who have a reason to attend class and work.

and attainable. easy to manage. specific. ___________________________________________________________________________________ A problem I will have to manage to achieve my goal: _____________________________________________________________________________________ ____________________________________________________________________________________ Goal :_______________________________________________________________________________ Date when I will achieve my goal:________________________________________________________ Steps I will have to take to achieve my goal: Brought to you in association with Behaviour Needs Ltd www. ___________________________________________________________________________________ 2. Setting Long-Term Goals Goal :_______________________________________________________________________________ Date when I will achieve my goal:_______________________________________________________ Steps I will have to take to achieve my goal: 18 .___________________________________________________________________________________ 5. try to gear discussions to ensure that their goals are as realistic as possible. Use the charts below to help students think through the goals they need to establish so that they have a clear reason to come to school and learn. As you work with students. ___________________________________________________________________________________ 3.3: STUDENTS SHOULD SET LONG AND SHORT TERM GOALS FOR THEMSELVES. ___________________________________________________________________________________ 4.behaviourneeds.2. 19 . ___________________________________________________________________________________ 4. ___________________________________________________________________________________ Brought to you in association with Behaviour Needs Ltd www. ___________________________________________________________________________________ A problem I will have to manage to achieve my goal: _____________________________________________________________________________________ ____________________________________________________________________________________ Goal :_______________________________________________________________________________ Date when I will achieve my goal:________________________________________________________ Steps I will have to take to achieve my goal: 1. ___________________________________________________________________________________ 3. ___________________________________________________________________________________ 2. ___________________________________________________________________________________ 4. ___________________________________________________________________________________ 3.___________________________________________________________________________________ 5. ___________________________________________________________________________________ A problem I will have to manage to achieve my goal: _____________________________________________________________________________________ _____________________________________________________________________________________ Setting Short-Term Goals Goal :_______________________________________________________________________________ Date when I will achieve my goal:________________________________________________________ Steps I will have to take to achieve my goal: 1. ___________________________________________________________________________________ 2.___________________________________________________________________________________ 5. ___________________________________________________________________________________ 2.1.

3. ___________________________________________________________________________________ 4.___________________________________________________________________________________ 5. ___________________________________________________________________________________ A problem I will have to manage to achieve my goal: _____________________________________________________________________________________ _____________________________________________________________________________________ Brought to you in association with Behaviour Needs Ltd 20 .

 Share your feelings with your students and allow them to share theirs.  Use a kind voice when speaking with them. 3.  Take the time to get to know your students as people.  Allow your students to get to know you.  Create opportunities for success every day. The personal link between teacher and student is essential for successful learning and for a class climate geared to self-discipline. Successful learning is not dependent on such modern essentials as computer networks. Many of them seem to be almost instinctive acts by excellent teachers who are mindful of the fact that one of the biggest complaints unsuccessful students have about school is that no one seems to care about 21 . Laugh when funny things happen in your class.SECTION THREE: FORM POSITIVE AND RESPECTFUL RELATIONSHIPS WITH STUDENTS. Brought to you in association with Behaviour Needs Ltd www.  Show your appreciation for the good things your students do.  Use humor. Be careful not to appear overly negative or critical.  When a student speaks to you.1: HOW TO FOSTER A SUCCESSFUL CONNECTION The following strategies are designed to foster this necessary link between teacher and student. or even photocopiers.  Call parents or guardians when good things happen.  Take notice of the special things that make each student unique. don’t automatically assume a student is at fault.  Use positive language with them. interactive texts. in the hall or cafeteria. They need to see your human side. Listen to your students as they tell their version of events before passing judgment.  Set up your classroom where you can walk around to every desk. These teachers reach out to students because they know the secret to a successful class is their personal relationship with each child.  Stop and chat with pupils anytime: when you are monitoring their progress. competitive sports.  Be clear about your role as a teacher who will enable students to achieve their dreams. This small action signals a studentcentered attitude on your part.  Agree with them as often as you can.behaviourneeds. Students everywhere need to enter into an important partnership with their teachers.  Move your desk to the back of the classroom if you can. or even when you are away from school. Often our students are convinced that we sleep in the teachers’ lounge all night and eat only lunchroom food.  Stress that you won’t give up on your students.  When there is a problem. stop what you are doing and listen.

exit slips. When students confide in you. Carefully study your students’ permanent records.2: A DOZEN TIPS TO HELP YOU GET TO KNOW YOUR STUDENTS 1. 8. 3. Observe your students as they work to look for specific information such as relationships with classmates. Ask students to write personal responses to various topics through journals. Talk with parents and family members. dreams. Ask them to fill out questionnaires or write brief notes about their child. professional response instead of an emotional reaction. or learning logs. 7. They need a comfortable framework in which to operate. and extra books available when students need a loan. Include everyone in class discussions. Talk with students when you notice a change in their behavior or attitude. Be sincere. 3. for example. and beliefs. and tactful in your praise. Make pens. paper. Give students inventories to assess their learning styles. Brought to you in association with Behaviour Needs Ltd www. how they approach a test. 5. Offer small perks whenever you can. Set aside an afternoon or morning for “office hours” when you can provide extra help for those students who need it. If a normally cheerful student.               Speak to every student each day. Ask about how they did on the history test that was troubling them or check to see if their grades have improved in math class. Be a well-prepared and well-organized teacher who takes the time to present interesting lessons. being careful to elicit a balanced. Set limits for your students. 2. there’s a good reason for the change. follow up on it. 4. Speak with the child’s previous teachers. 6. Focus on students’ strong points. seems distracted or upset. Stress that you and they have much in common: goals. Involve pupils in projects that will improve the school or community.behaviourneeds. Be concerned enough for their futures to help them set long-term goals. or what causes off-task behavior. Keep students busily involved in interesting work. readiness. and interests. Observe how students relate to each other in casual settings and during group work. 22 . Pay attention to the emotions that are unconsciously telegraphed through your students’ body language. Contact their parents or guardians when your students are absent more than one day to see what’s wrong. not on their weaknesses.

3: STRATEGIES TO MAKE EVERY STUDENT FEEL VALUED Use this checklist to make sure that every student in your class feels as if you regard him or her as an important part of the group. Speak every child’s name every day. pay attention. performances. 3. Have no invisible students in your class. Acknowledge it when a student is having a bad day and offer to help if you can. _____ 13. 11. Send him or her to the nurse. and other activities. Offer students icebreakers and team-building exercises and pay attention to their interactions. games.behaviourneeds. and music that interest them. Contact a child’s home with good news. Call home. Attend after-school games. Don’t let cliques choose their friends. 23 . _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ Ask about an event that a child is anticipating. 5. 11. 3. Assign the work groups in your class. You can ask for this in writing or during personal conferences. 12. _____ 14. 7. Write students personal notes. _____ 15. Let your voice be the kindest one your students hear all day. Ask students to describe themselves. Celebrate birthdays and other special occasions. Let your expression reflect the pleasure that you take in your students’ presence. stop what you are doing and really listen. 8. When a child speaks to you. _____ 12. 9. 10. Set class goals and work together as a team to achieve them. 9. If a child is ill. Schedule team building activities when you place students in groups so they can learn to work well together. Pay attention to the books your students read and to the televisions shows.Study the work products your students create to learn what interests them and where their talents lie. 10. 2. 6. _____ Brought to you in association with Behaviour Needs Ltd www. Call on all of your students and not just the ones you think know the answer. 4. 24 . How can I provide support for groups so that they work together in an effective way? _____________________________________________________________________________________ _____________________________________________________________________________________ 5. How can I create effective work groups so that students work together productively? _____________________________________________________________________________________ _____________________________________________________________________________________ 3. How can I assign classroom tasks so that every student has a part in the success of the class? _____________________________________________________________________________________ _____________________________________________________________________________________ 8. How can I help students create study groups? _____________________________________________________________________________________ _____________________________________________________________________________________ 6. How can I make it easy for students to learn about each others’ strengths so that they can work well together? _____________________________________________________________________________________ _____________________________________________________________________________________ 7. How can I help students feel a sense of belonging and maintain an orderly classroom at the same time? Brought to you in association with Behaviour Needs Ltd www. How can I provide support for individual students so that they have the social skills necessary to fit in at school? _____________________________________________________________________________________ _____________________________________________________________________________________ 4. How can I make sure that every student feels welcomed in my classroom? _____________________________________________________________________________________ _____________________________________________________________________________________ 2.4: HAVE I CREATED A SENSE OF COMMUNITY IN MY CLASSROOM? 1.

How can I provide opportunities that showcase students’ strengths? _____________________________________________________________________________________ _____________________________________________________________________________________ 12. How can I involve students in service projects that will help others less fortunate? _____________________________________________________________________________________ _____________________________________________________________________________________ 13. How can I offer team building activities that will make it easy for students to cooperate with each other? _____________________________________________________________________________________ _____________________________________________________________________________________ 10._____________________________________________________________________________________ _____________________________________________________________________________________ 9. How can I teach conflict resolution skills? _____________________________________________________________________________________ _____________________________________________________________________________________ Brought to you in association with Behaviour Needs Ltd www. How can I be sure that I call on every student in class discussions and other drills? _____________________________________________________________________________________ _____________________________________________________________________________________ 25 .

Below is a list of some simple and quick ideas you can adopt to motivate your students to stay on task by heightening their eagerness to learn more about the material in a lesson..         Do the unexpected—sing. you can still find lots of different ways to capture and hold your students’ attention by arousing their curiosity about the subject under study. In the lists 26 . Students who have a variety of interesting and engaging assignments to complete are just not going to misbehave as often as those students who are not interested in a lesson. Write several seemingly unrelated words on the board and ask students to predict how they could be related to the day’s lesson. Ask your students questions about the material that they are about to learn. hang twinkling Christmas tree lights to spotlight an important part of the lesson. Brought to you in association with Behaviour Needs Ltd www. pass out crayons. there are plenty of opportunities to provide students with relevant and interesting work each week.behaviourneeds. you can find some ideas that will refresh your bank of activities to offer students. Hold up a box filled with objects relevant to the lesson and ask students to guess what’s in it. Start dropping hints about the interesting information they will learn in an upcoming unit.1: AROUSE STUDENT CURIOSITY One of the surest ways to motivate students to do their work is to stimulate their inquisitive natures when confronted with unfamiliar material. While not every lesson is going to work for every student. Give them objects from the lesson for them to identify without peeking. draw cartoons on the board. Refuse to do more than just drop mysterious hints. Hand out blindfolds and have students put them on. Move desks around or ask students to trade places with each other in preparation for an exciting class. Even though no two classes are alike. Before students arrive.SECTION FOUR: OFFER ENGAGING LESSONS. wear a silly hat.. 4.

Write a paragraph. Pass out simple rewards for the first students to notice them. Count off students into teams without telling them why they will be working in groups.       Have students try to complete a handout with statements about upcoming material.       Tell students. Give students a list of key words and phrases to watch for when you introduce new material. tell your students to 1. you will be able to…” Put the topic on a sheet of paper and pass it around the room asking students to write what they already know about it. Have groups of students create brief videotapes about upcoming lessons and show them to their classmates as a preview. Turn off the lights in preparation for an especially dramatic part of the lesson. 4. Brought to you in association with Behaviour Needs Ltd www.      Wear a costume or have costumes for your students to 27 . Show a montage of photographs and graphic images to preview the material. Have them guess the answers to riddles that relate to the lesson.behaviourneeds. Ask students to view a slide show presentation of teaser slides about the topic. Show a video of you introducing the lesson. “Once you finish this assignment. Write words that are relevant to the lesson on construction paper. Display a word wall with the unusual words from upcoming lessons. Hand them out and have students unscramble them to recreate a sentence.2: ONE HUNDRED AND ONE WAYS TO KEEP LESSONS FRESH FOR YOUR STUDENTS If you are out of fresh ideas. Have students fill in a partially completed graphic organizer before the lesson begins and then check it afterwards to see how well they knew the material. Ask students to make a post on a classroom wiki page Write a famous saying on the board and ask students to predict how it will fit into the day’s lesson. Decorate your classroom to match the topic of the lesson.

List what you already know about… Listen to a recording and take notes. 7. Predict what caused… 16. Make quick flash cards to review the vocabulary words we have studied this week. Provide another example of your own for… Brought to you in association with Behaviour Needs Ltd www. Time a classmate while that person intently reviews yesterday’s lesson. Predict what will happen next. This is an excellent review technique. Pick a partner and play a quick game of “hangman” with your vocabulary words from this unit of study. Switch roles and repeat. 28 . What is the most important quality for a good student to have? 25. Here’s your word of the day: ___________. 11. 9. List the steps in… 15. 4. 12. 3. 21. List ten words associated with the lesson we are currently studying. Circle the key words. Create a rhyme to help you recall some of the key facts from class. 6. 14. 24.) 22. Open your book and read the first three paragraphs from yesterday’s lesson. Copy and define it and then use it correctly in a sentence. What is your objective for this class today? 19. 13. 18. List the key ideas in today’s lesson. 8. Watch a brief video clip and take notes. Write out a study skill that you have recently mastered. 23. Look over your notes from yesterday’s lesson. Scan your text and find… (Provide your students with specific facts or information to seek. What is something new that you learned today that you hadn’t realized yesterday? 17. Make electronic flashcards Write a paragraph to defend you position on a topic we studied today.behaviourneeds. Summarize what you have learned in the last five minutes. List five things that you can recall we did in class yesterday. 10.2. 20.

34. Look over the first three paragraphs of your homework reading last night. Practice the process of elimination on these multiple-choice questions. 28. 36. Justify the rule about. Defend your teacher’s position on the topic of . Write a set of instructions for… 32. Judge the value of… 29 . What are the underlying principles of the lesson we are studying? 47. 38. … 50. Find the similarities in these two photographs. Unscramble these vocabulary words. (Find a reading assignment that is appropriate for your group and then cloze it. Brought to you in association with Behaviour Needs Ltd www. What do you need to accomplish this week? Make a “To Do” list for this week’s activities. Make a proposal to… 42. List ten things you learned in class today. Tell why a change in ___ occurred.) 27. Looking back over this week. Brainstorm every possible solution you can think of for… 39. Supply the missing words in this cloze exercise. Complete these analogies that relate to the lesson we are going to study today. Read this short newspaper article and respond to it in your journal. 29. List the factors you would change if… 45. Describe what would happen if… 43.… 51. Write a brief paraphrase of them. 35.26. How can you modify ___________ so that it is more efficient? 52. 44. 30. What is the correct procedure for …? 48. Defend your position on. 31. Describe the turning point in… 46. 37. Proofread this paragraph and make as many corrections as you can. what did you really learn? 33. Match the items in column A with the items in column B. 40. … 49. Design a ___ to___.behaviourneeds.

Time that person as he/she has only one minute to tell you five important things about it. Pick a partner and brainstorm a list of all the ways you can use the information that you have learned in this class in the last three days. 61. 60. Take a list of words and create relationships among them. Create an online survey about… 69. 66. Ask a classmate a question about the current lesson that will absolutely stump that person. What solutions do you have for the problem of ___________? 54. Pick a partner and show that person how to use one fact from the lesson that you learned in this class yesterday. Why is it useful to learn the information in the unit we are now studying? 62. Brought to you in association with Behaviour Needs Ltd www. Create a fair test question about the information you have learned today. 55. Take two of the vocabulary words you have been studying this week and use them both in the same sentence. Write one of the key words from this lesson on a scrap of paper. 58. What did you learn in another class this week that you can use in this class today? 64. Use all of your vocabulary words to create a quick short story. How does what you learned in this lesson really apply to your life? 56. Take the items on the board and group them according to a criteria that you devise based on the information in yesterday’s lesson. 30 . 63. 71. Use the key words from today’s lesson. Demonstrate the proper way to ___________. 74. justify the reason for … 70. Create a word search puzzle that you will share with a friend tomorrow. Using what we learned in class today as proof.behaviourneeds.53. What are some of the assumptions you had about today’s class? 67. Why is it necessary for successful people to use time wisely? 57. Pass it to a classmate. There are seven errors in the reading passage you were given as you came into the classroom. Play an online game to benefit those less fortunate. Can you find them all? 59. 72. What have you learned in this class lately that you can apply to another class? 65. 73.

Combine ideas with another student and… 31 . Record data related to… 93. Go through your notes and label the main ideas. Evaluate your progress to date on this unit of study. Categorize the facts that you learned in class today. 78. Invent a dialogue between ___ and ___. Annotate the selection for… 96. Read ahead to see if your predictions are correct. Make a set of electronic flashcards. 94. Create an inventory of… 80. 85. 83. Brainstorm the causes of … 79. 97. 90. 101. Make a flow chart. Free associate as many ideas as you can about… 87. 76. Make a 3-D graphic organizer. Tell how a celebrity would use what you have learned today. 98. Use these terms in sentences… 88. 86. Prepare a monologue. Find the cause of a crime in the news. 84. 91. Skim the next chapter for facts and take notes. 92.75. Research a social problem that concerns you. Skim their homework and make predictions. 100. List as many ways as you can that you are like the people we have studied in today’s lesson. Write a review of your favorite television show. 89. 81. 82. 95.behaviourneeds. 99. Fill in the blanks while listening. Review your notes with your study buddy. Set up your own art gallery. Brought to you in association with Behaviour Needs Ltd www. Create a motto that expresses what you learned this week.

he or she may fly their plane. PAPER AIRPLANE TEAMS. The number of points won by the team will be the total number of points earned for each correct answer. Students begin play with one student drawing a numbered Brought to you in association with Behaviour Needs Ltd www. that student tosses a soft foam ball to a student on the opposite team. GAME SHOWS. or whatever sport is the current favorite in your 4. 2.uncw. you are encouraging your students to be the first to solve problems. Divide students into teams and arrange them on either side of an imaginary net (indicated by a taped line on the floor). Blow up a balloon and hand each student a flyswatter to use as a racket. You can either create the games yourself or use some of the many templates that you can download. SPORTING EVENTS. RACES. Have students create their own paper airplanes. Next. Print out a table for each group. Make up markers numbered 160 and place them in a bag for each group of three players. just ask your students! Game-show formats can be used to review or introduce new material. or any other competition you devise. CAPTURE THE 32 . In this review game. 5. Place students into groups of three. As soon as a student correctly answers a question. If you’re stumped about how to go about doing this.3: TWENTY-FIVE CLASSROOM GAMES 1. use the “Table” feature of a word processing program to create a table that has six columns and ten rows. Ask each student a review question. Use masking tape to mark off a small badminton court. 3. Students advance play in the game not by actually moving. The assortment of PowerPoint games available to teachers is almost limitless. baseball. 7. soccer. Jeff Ertzberger’s excellent site for free templates is http://people. but by answering questions correctly or by completing assigned tasks. They should number each question so that they have a bank of sixty questions with answers. If the student answers correctly. Divide your students into teams and use the board to wage fierce games of football. 10 points). Now that student must answer the next question. Popular trivia game-show formats can usually be adapted to your classroom with a minimum of modification.behaviourneeds. FLYSWATTER BADMINTON. 8. Line up your students in two teams facing each other. In any case. Your students combine their questions and answers. As you ask questions. learn information. Dr.4. students earn points for moving the balloon across the net and for answering questions correctly. BALL TOSS. Place students in teams and have them stand in a row with their planes in hand facing an area that you have marked off with various points (5 points. Arrange all sorts of events around the concept of racing. begin by having students create twenty questions with answers about the material. POWERPOINT GAMES. 6.html. look up words.

This is a good way to review quick facts or to reinforce recall of vocabulary 33 . The student with the highest number of captured blocks wins. CHAIN MAKING. write the correct answer on a slip of paper and have students guess it with a series of questions. If that happens. You can either make smaller boards and photocopy them for several students to play in a group or you can make a giant one for your entire class to play. it’s certainly not restricted to just spelling. Be sure to award points for the individuals or teams who guess accurately. One of the most useful study techniques to teach your students is to use flash cards to learn new information and to review previously learned material. 11. Be sure to mix up the difficulty level of the clues in order to keep your students engaged as long as possible.marker. Brought to you in association with Behaviour Needs Ltd www. 14.behaviourneeds. To play this game in your classroom. You should make up the clues in advance. On game day. but have lots of color and excitement built into the game and the questions that you ask. BATTLE. play a chaining game. 9. The student has to correctly answer that question. FLASH CARDS. 10. The tasks you assign your students in a board game range from simply answering questions correctly to solving just about any sort of problem. Students who answer correctly stay in the game. 12. Keep the rules simple. This perennial favorite can be played in any classroom with a chalkboard and by students of almost any age. 13. Keep count of the number of questions that they have to ask in order to figure out the answer. ask your students! Students will often entertain themselves in free-time situations in a classroom by playing a version of this childhood amusement.” Your students don’t need to be restricted to letters of the alphabet. but can recall as many facts or dates as your lesson involves. If you’re not sure that you recall how to play this game. SPELLING BEE. This game is similar to “20 Questions” in that students try to guess answers with as few clues as possible. you’ll call them out one at a time. BOARD GAMES. This game can be used for almost any lesson. ETC. Place your students in two rows facing each other. Twenty QUESTIONS. In this game. Ask questions in sequence along the rows. the student gets to color in the block. You can also ask students to create their own board games. 15. those who answer incorrectly just sit down. HANGMAN. NAME THAT TIME. the lowest score wins. Either make flash cards large enough for the entire class to use all at once or have your students make up their own and use them in groups. Design your own board game to fit your topic. To help students improve their memorization skills or to use some free time productively. This is simply a sophisticated version of the old alphabet game where one player thinks of an object beginning with the letter “a” and the next player recalls that object and another beginning with the letter “b.

UNSCRAMBLERS. Simulation games can be used to help your students think creatively. Although most simulation games are often sophisticated computer ones. you and your students can enjoy low-tech ones. Recall as much as you can about the actual Olympics when creating your own events. 17. In either case. CHARADES.behaviourneeds. 19. SIMULATIONS. QUIZ BOWL. examine their values. Your students will surprise you with the choices they make for their fictional recipients and probably with their own shopping skills. In this game. Use it to teach information about people. literature. Give each one a certain amount of “money” and a group of people to shop for. Brought to you in association with Behaviour Needs Ltd www. Make the Bowl as elaborate as you can with various levels of difficulty. events. then involve them in it with a written description or by role-playing. learn to work cooperatively. which are simple to construct. they fill in missing letters and unscramble mixed-up words in messages that you send them. TIC TAC TOE. Hand them the junk mail catalogs and stand back. or to teach correct spelling. and any other topic that seems to lend itself to this format. your goal is to review information while having fun.16. 22. A very popular version of this game is to have your students imagine that they are shipwrecked on a deserted island and have to plan ways to survive. or satisfy just about any purpose you have in mind when you create the game for them. Periodically you may want to review various concepts or material by holding an Olympics. your students earn the right to play by answering questions or by solving 34 . discoveries. your students will be fully engaged in a meaningful learning experience. This age-old acting game is probably already one of your students’ favorites. You can let your imagination roam while creating the events or you can put some of your students in charge of creating and staging the learning events. This is a creative way to improve all sorts of skills and have fun at the same time. varying scores. Most of all. 21. Their classmates will soon follow. Here is a useful way to use some of the junk mail that most of us receive. There’s a very good chance that at least some of your students are already very good players. An alternative would be to have your students create their own messages to unscramble. Plan the scenario you want your students to enact. When your students play this game. This is a fun way to improve retention of facts. several different rounds. The benefits of this lesson include improved mathematical skills. 18. Plan a shopping trip for your students. and other incentives designed to keep student interest piqued. Set up a tournament of quick questions and answers involving as many of your students as possible. Divide your students into various teams and keep a total team score. clarification of values. OLYMPICS. SHOPPING. 20. however. and even increased vocabulary. Don’t worry about brushing up on the rules. improve your students’ vocabularies.

Even older students will enjoy playing this game if it is played at top speed with emphasis on accuracy. keep the information short and the number of repetitions limited to no more than five before checking to see that it is still accurate. 6. tells another one. 3. TELEPHONE. Stage a treasure hunt to have students figure out new information and get moving in a productive way at the same time. 5.23. There are endless variations of this game that you can play with your students to get them interested and engaged in a topic. TREASURE HUNT. Gather books to create or enlarge a library at a children's hospital. be sure that the choices that you offer are educationally sound and related to your content matter. In the version you want to use. have a student read a fact or series of facts from a paper that you have created. You can involve areas outside of your classroom for extra interest and to get your students really up and moving. You could have rows or small groups compete against each other. Raise money to purchase and donate flags to various organizations in your community. This child’s game can be played to teach facts or introduce new information. you should be able to find and purchase a basketball hoop designed for a trash can. You can use this to keep your classroom clean or you can use it as part of the games you use for learning. the fun comes from the scrambling of the message. If you are not clever at creating clues. 4.behaviourneeds. Set up an art exhibit at a local business. Make gift bags to help patients in a local hospital. 2. in turn. In almost any novelty store or catalog geared for games. 4. 25. TRASHKETBALL. 24. assign a team of students who would do a good job to this task and to direct the hunt. 1. When you want to involve students in meaningful altruistic 35 .4: FORTY REAL-LIFE SERVICE PROJECT IDEAS TO ENGAGE STUDENTS Students who work together to help others less fortunate have a higher sense of self-esteem than those students who just slog away at mindless lessons. Research local historic sites and create brochures to give to the local visitor's bureau. Brought to you in association with Behaviour Needs Ltd www. Be sure to explain the rules for throwing paper into the hoop carefully and to communicate those rules clearly to your students to make sure that play is both safe and fun. In the old version. The real treasure is the enjoyment and learning that your students will experience with this activity. That student has to repeat the information to another and that student. Prepare bag lunches and deliver them to homeless shelters. To play telephone.

12. Volunteer to work at a Special Olympics 36 . Clean up vacant lot or neighborhood stream or wooded area. 10. Plan a Culture Awareness day at school. 22. Make a care package with essential clothing for a child at a homeless shelter. 13. 19. 26. 16. Donate art supplies to children in a homeless shelter. Collect grocery coupons to give a local food bank. elderly. 29. 21. 9. Become a Big Buddy for disadvantaged children. 15. 23. 30. Assist in a shelter day-care room. 31. Create a brochure offering safety tips for children on Halloween. 33. 11. Work in a concession stand to raise money for a good cause. Collect and repair clothes for the needy. 27. Help cook and/or serve a meal at homeless shelter.7. Brought to you in association with Behaviour Needs Ltd www. 32. 24. Set up an informational display at a local library. taking care of children while parents look for jobs. 8. Make first aid kits for homeless shelters. Practice random acts of kindness. Make cards for the elderly in the hospital or in nursing homes. Run or walk in a charity race. 25. During National Nutrition month in March. 20. Volunteer at a health fair. and homeless. Conduct an Easter Egg Hunt for disadvantaged children. Collect supplies for people who have been in a fire or natural disaster. Help renovate a community playground. Organize a communication exchange between people in other countries to promote understanding. Plan native flowers along local highways. Set up a Web page for a non-profit agency. 17. 34. 28. Paint storm drains to prevent dumping of hazardous materials.behaviourneeds. 14. organize a nutrition awareness campaign. Visit a homeless shelter bringing books to share and leave behind. Read books or newspapers to blind or visually impaired people. 18.

or other text to read.35.5: ACTIVE LEARNING FOR ACTIVE STUDENTS Students who are engaged in active learning are far more likely to stay focused on their assignments instead of disrupting a positive classroom environment.behaviourneeds. Ask the right-handers to use their left hands and vice versa. guide them through it with active learning strategies such as these: o A scrambled list of events to put in order o A list of statements for students to agree or disagree with o A list of people and places to match with information about them o A cause-and-effect chart o Give students a set of questions that they will answer as they read the text. 39.  Have students lead conferences with each other and with you. Have another adult come in and fake a high-stress situation that relates to the material the class is preparing to study. 36. 4. Get out the colors and ask your students to use them to highlight or do another activity that brightens a lesson. When you are delivering instruction. Stage a confrontation. Conduct a neighborhood drive to collect used furniture to donate to shelters. high-energy activities to your daily lessons to encourage them to interact with each other in lively discussions and other appealing classwork. Discuss the questions before they read in order to see what information they already have. Plant a school or community garden. If you want to motivate students to perform well during class. Help       Brought to you in association with Behaviour Needs Ltd www. 37. Announce that you have made deliberate errors on the board or on their handouts and ask students to find them. Prepare a set of guidelines that encourage them to take the lead in designing effective conferences and then allow them to assume responsibility for their role as conference facilitators. pause frequently and have students write a summary of what you have said in the previous 3-5 minutes. Participate in National Youth Service Day in April. When students take the lead. chapter. 37 . Help winterize homes in a high-poverty neighborhood. Organize a local blood drive with the American Red Cross. 38. consider adding some interesting. When students have a passage. their interest and confidence soars. Adopt an animal at a local zoo. Put a humorous drawing on the board or have students sketch some of the facts of the lesson.

rules of play. Have the discussion group Brought to you in association with Behaviour Needs Ltd www. Have students stand and quickly recite a fact or other item from the lesson before sitting down. To add interest.behaviourneeds. Select a few students to sit in the center of a discussion group and have the rest of the class sit around them. That student has to answer the next question. vary the level of difficulty. Stage a fishbowl question and discussion group. or that gave them a new idea. Have students participate in small group Round Robin activities.          them see how the questions are aligned with the text and how they should answer them. one way that many teachers have found effective is to have students pass around a sheet of paper with each child writing a fact or opinion or other bit of information on the sheet until either time is called or they have reached a certain number of entries. Do a Whip Around. When you have students work together in pairs. that student tosses a soft foam ball to a student on the other team. disagree with. Have students form groups of threes or fours. While there are many different ways to manage a Round Robin. way of scoring. Ask students to involve themselves in their learning by using review strategies such as these: o Associate body motions with the material o Quiz themselves o Use colored pens to rewrite the main ideas o Recite or sing the information o Create mnemonic devices o Teach the information to a classmate o Create a vivid image of the topic o Restate information in their own words o Create a quiz and give it to a classmate Have students make flashcards and use them to study together. As soon as you have discussed a general question as a whole group. and incentives. This allows students to share their knowledge in a nonthreatening way as well as see what their classmates know about the 38 . Set up a quiz bowl tournament of quick questions and answers involving as many of your students as possible. Students who know that they have only a short time to work together will focus better than those students who think that they and their partners have all class long to work. Line up your students in two teams facing each other. have students then jot down what they heard that they agree with. As soon as a student correctly answers a question you ask. Flashcards with sketches or drawings are more effective than those where the words are just written out in haste. time them. Give students a checklist of the key points to watch for so that they can check them off as they find them while reading.

This would be particularly effective for a drill of mixed or cumulative information such as the skills needed to perform various types of math calculations or practice in sentence writing or even the various parts of a history 39 . completing a set number of activities at each area.  Exit tickets have been around for a long time because their appeal to students and teachers alike is powerful. At that point the student with the box has to pull one of the questions and answer it correctly. As you continue counting.  Divide the class into two groups. Try some of these sentence starters to engage all of your students. Brought to you in association with Behaviour Needs Ltd www. Have the groups then pair up with each other and exchange the information they have learned. Continue until all questions are answered.behaviourneeds. that student then passes the box to a classmate who continues to pass it until you hit zero. have them mingle until they have found three other students who can concur with their comments or answers.  Give students a brief passage and have them read it silently. answer the questions posed by the larger group. Rotate students in and out of the fishbowl discussion group. Have one group read the day’s text lesson independently while you teach the others crucial information from the lesson.  Post signs around the room for the various stages of the day’s lesson if it involves independent work or practice. O I was surprised when… O I’m beginning to wonder… O I think I will… O I would have liked… O Now I understand O Class would be more interesting if… O I can be more successful in this class if I… O I wish… Print questions from the lesson on small strips of paper and dump them into a box. You could even post these for students to refer to during class. After this. Start counting backwards from twenty and hand the box to a nearby student. Students will stay focused on learning longer if they are allowed to move from spot to spot. Then ask them to comment on the passage or answer questions about it.

_____ Have I been successful in creating a productive. 2. 3. committed. _____ Do I treat my students with sensitivity and respect? 18. _____ Have I made an effort to get to know my students and their needs? 11. 7.and short-term goals for themselves? _____ Do I work with my students to help them achieve their goals? _____ Am I consistently fair to every student? 10. _____ Am I helping my students grow intellectually and socially? 15. Read each question to analyze your effectiveness in that category. 1.1: HOW CHARISMATIC IS YOUR CLASSROOM LEADERSHIP? Use these broad questions about your role as a classroom leader to evaluate your effectiveness in creating the positive learning climate that will lead to productive student behavior. Use the space beside each to record your score. 6. _____ Do I present myself as a good teacher: concerned. and professional? 19. _____ Am I using all of the resources and support personnel available to me? 16. 40 .SECTION 5: DEVELOP INTO A CHARISMATIC CLASSROOM LEADER. Rate yourself on a scale of “1” to “5.behaviourneeds. _____ Do I make it a point to include every student every day? 17. 5. 5. _____ Am I so well prepared that I can focus on my students’ needs during class? 13. _____ Do my students have enough relevant and challenging work to do? 12. _____ Is the instruction designed to develop higher-level thinking skills? 14. positive learning environment? Brought to you in association with Behaviour Needs Ltd www. _____ Am I doing enough to prevent discipline problems from beginning? _____ Are the daily routines in my class easy to follow? _____ Are the class rules effective in preventing or managing behavior problems? _____ Do I enforce the class rules consistently? _____ Are my behavior and academic standards high enough? _____ Are the plans I have for dealing with discipline problems workable? _____ Have I helped my students set long.” A ranking of “1” is the lowest score that you can earn and a “5” is the highest. 4. _____ Is the instruction I present engaging and interesting? 20. 9.

teachers have to be especially careful that what they say reflects their status as positive role models. 4.2: MAKE YOUR WORDS WORK FOR YOU Because our manner of speaking is such a powerful tool in conveying our belief in our students and our high 41 . Don’t use a mocking tone to repeat what your students say. Start dropping hints about the interesting information they will learn in an upcoming unit. Don’t create nicknames for your students that are not entirely positive. 10. The list below contains some of the most obvious mistakes to avoid when speaking with students. 3. 11.3: MAKE SURE YOUR STUDENTS PAY ATTENTION TO WHAT YOU HAVE TO SAY 1. Ask your students questions about the material that they are about to learn. Don’t indulge in angry name calling. draw cartoons on the board. and welcomed. pass out crayons. 9. Brought to you in association with Behaviour Needs Ltd www. 8. Don’t use the same slang terms that your students do. remember that you are an adult role model. 5. appropriate. 7. If it is disrespectful for your students to be disrespectful to you. Don’t forget that your tone is as important as the actual words that you use. Download some royalty free sound effects to create a sound montage related to an upcoming topic of study. 4. Don’t use double entendres that may be insulting. then it is disrespectful for you to be sarcastic to them. also Don’t neglect to monitor your own speech patterns for distracting verbal tics. Refuse to do more than just drop mysterious hints. 5. demeaning. It is better to err on the side of restraint rather than offend with inappropriate language.. 12. Don’t ask a student to repeat an ill-advised remark—especially in front of classmates. 2. Don’t curse--even mildly. Don’t use a sarcastic tone. Hold up a box filled with objects relevant to the lesson and ask students to guess what’s in it. hang twinkling lights to spotlight an important part of the lesson. While it is acceptable to speak informally. 6. 3.. Do the unexpected—sing. Don’t forget to address other adults with respect and insist that your students do. 6.5. or inappropriate. Before students arrive. 5. 2. wear a silly hat. 1. Don’t be too informal or playful--especially when you want students to settle down to work.

Pass out simple rewards for the first students to notice them. 11. Have students try to complete a handout with statements about upcoming material. Have groups of students create brief videotapes about upcoming lessons and show them to their classmates as a preview. 23. 12. Write words that are relevant to the lesson on construction paper. Hand out blindfolds and have students put them on. Write several seemingly unrelated words on the board and ask students to predict how they could be related to the day’s lesson. Have students fill in a partially completed graphic organizer before the lesson begins and then check it afterwards to see how well they knew the material. 9. 25. you will be able to…” 17. Give students a list of key words and phrases to watch for when you introduce new material. Ask students to view a slide show presentation of teaser slides about the topic. 21. 24. Ask students to make a post on a classroom wiki page 15. 8. 22. Give them objects from the lesson for them to identify without peeking. 16. 18. Write a famous saying on the board and ask students to predict how it will fit into the day’s lesson. Brought to you in association with Behaviour Needs Ltd www. 13. Tell students. 19. Show a montage of photographs and graphic images to preview the material. Wear a costume or have costumes for your students to wear. 10. Show a video of you introducing the lesson.7. Hand them out and have students unscramble them to recreate a sentence. Display a word wall with the unusual words from upcoming lessons. 20. Put the topic on a sheet of paper and pass it around the room asking students to write what they already know about 42 . Move desks around or ask students to trade places with each other in preparation for an exciting class.behaviourneeds. “Once you finish this assignment. Count off students into teams without telling them why they will be working in groups. 14. Turn off the lights in preparation for an especially dramatic part of the lesson.

1 2 3 I ask my students to write exit tickets that reveal what they successfully learned that day. A score of “1” indicates that you need to work on the activity in the statement. year. I find it easy to praise individual students as well as the entire group. I smile at every student every day. Brought to you in association with Behaviour Needs Ltd www. week. and my students. I like the subjects that I teach and try to instill that same feeling in my students. I read interesting supplemental material related to my subject or grade level to share with students. In my class. I use a system to make sure that I call on every student every day. I use stickers and other small rewards to make sure my students know how well they are doing.4: HOW WELL DO YOU CONVEY YOUR ENTHUSIASM? As you read each statement below. I make positive home contacts every week though notes. 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 I have worked hard to foster a positive class atmosphere in my class. my subject matter. 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 I am a cheerleader for my school. I work around my less energetic times of day by pacing my instruction so that I can focus on students. I do not find it difficult to laugh with my students over humorous events in class. 1 2 3 I take photos of my students working productively and display them in the classroom. I tell my students often that I am proud of their achievements. I post a syllabus so that students can anticipate the material that lies ahead of them.5. or phone calls. rate yourself on a scale of 1-3 to see how well you project your enthusiasm for your students and for your subject. I am aware of the power I have to make or break my students’ day. emails. I make sure to speak pleasantly to each one. we recognize birthdays and other special events. I build excitement in advance of a lesson by dropping hints and clues about the future material. and 43 . When I stand at the door to greet students. A score of “2” indicates that you are successful some of the time. 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 My class Webpage reflects the achievements of my students. my class. The walls of my classroom are decorated a display of student work. A score of “3” indicates that you are successful all of the time.behaviourneeds.

stickers. 23. 3. Help students determine and then work with their learning styles. 12. 19. 9. Offer a mixture of assessment types so that students can demonstrate their knowledge in a variety of ways. 16. organization. and other motivational tools to make student success visible to all. 21. 7. 11. 8. Too often teachers focus on correcting weaknesses instead of encouraging students to take advantage of their strengths. 24.5. Focus on your students’ strong points. While you should never water down the curriculum. Harness the power of positive peer pressure! Have students work toward common goals. more manageable chunks of work. 5. Informal peer support can be a powerful tool. Consider holding periodic ceremonies to recognize students who have reached goals or who have otherwise been successful. Brought to you in association with Behaviour Needs Ltd www. 20. Build intrinsic motivation into every lesson. Use wall charts. 22. 15. too. Tell students that you do not intend to give up until they are successful in your class. Differentiate your instruction so that all students can reach success. and efficient study skills will all make it easier for them to achieve. Instill a sense of responsibility for their own success in your 44 . Place students in mixed-ability groups. Good time management. 14. Display encouraging mottoes and slogans from achievers who struggled early in life. When teachers group low achievers separately. Set aside time periodically for students to set goals and then assess their progress in achieving them. you should alter the way you teach it so that all students can learn. Break long assignments into smaller. 2. 10. Students need specific encouragement as well as praise if they are to continue a positive behavior. 4. Offer small. 13. Invite inspirational guest speakers to encourage your students to work hard. Provide ongoing support for less-proficient learners as well as enrichment opportunities for all students. Make sure that you use plenty of formative assessments so that students can know if they are on the right track. This awareness will help them work to their potential.5: TWENTY-FIVE STRATEGIES TO HELP YOU PROMOTE HIGH EXPECTATIONS FOR ALL STUDENTS 1. 17. Provide opportunities for students to self-evaluate so that they know the extent of their progress. Use positive labels as often as you can so that students know what to call their success and how to repeat it. This will allow you to help students when they first experience difficulties. Have students share successful study strategies with classmates. 18. tangible rewards occasionally.behaviourneeds. 6. Teach your students the skills that they need to be successful students. Make it a point to monitor frequently. it sends a message of defeat. Teach them that they control their own destinies.

This will help them stay focused on their positive goals.behaviourneeds. Take time to discuss the dangers of substance abuse.25. gangs. and unprotected sex with older 45 . Brought to you in association with Behaviour Needs Ltd www.