Hi all, Situation: You meet a new group of students and do a few ice breakers. a couple of days later you feel as if you still don't know your class well enough to make your lessons more symbolic to the needs of your group. What do you do to get to know your kids? Do you do it on a day to day, or class to class basis? Is it during the lesson or at the end like a closure? Thanks, Mr. Skinner
What age group do you teach? I would think that how you get to know your students would differ slightly with the grade that you teach. I teach 2nd grade, and I get to know my students best by talking with them casually while I'm observing around the room. Be aware of things they are reading, pictures they draw during free time, and it is usually a great conversation starter and you'll find out quite a bit about their likes/dislikes. Also, with smaller kids (like mine) when we read trade books, it opens the door to a whole wealth of "getting to know you" information. When kids make text to self connections, you get to know a lot about them. Overall, my best piece of advice would be to find time to talk with/interact with each student on a personal level. That is the best way I have ever found to get to know your students.
I'm secondary math, and not the "get to know you games" type at all. But for me it depends on the kid. I get to know some in class- they volunteer and make it easy for me to get to know them. Some I get to know through extra help. There was 1 girl 11 years ago who came to extra help for Precalculus almost every day. She was incredibly quiet in class, so alot of the teachers never felt that they got to know her well. Two weeks after she graduated, she was a passenger on TWA flight 800, which crashed into the waters off Long Island, killing all onboard. I often think of Deirdre, and thank God for all those extra help sessions. Some kids I get to know during cafeteria duty. I currently have one 7th grader who, for the first 3 weeks of school, bought nothing but cakes and junk with the lunch money his mom gave him. One of the teachers noticed and, knowing I teach the whole 7th grade, filled me in. I now stop by his table each day to check up on him, and he knows that I'll call his mom the first time I don't see any protein on his plate. But I've gotten to know his entire table (and all the other 7th graders in my cafe duty) much better through my interactions with them there. Some kids I have to make an extra effort to get to know. We gave trimester exams last week, just before Christmas. I had 2 kids, new this year to the school, who got perfect scores. I sought each one out and, in front of their friends, shook their hands and congratulated them. So I had a nice little chat with them. I won't kid you: with 180 kids (and it seems like 100 of them are named either Nicholas or Joseph!!), it can be hard to get to know your kids. The academic part is easy; within a few weeks you have a real feel for each class and what you can cover. But getting to really know each kid on an individual basis is hard and it takes time. But, needless to say, it's oh so worth it in the end!
I am just in awe over all of you who teach large numbers of students each day. I wonder if I would be able to do that and if I'd like it. I have just 7 students in my 5th grade homeroom class (all subjects but science) and 8 students in my pre-algebra class. You'd think that I would get to know my 5th graders quickly in the beginning of the year, and that is true to an extent, but, I find that I learn something new about each of them every few days. I hope it continues throughout the year, too. I really think that we have grown closest as a group during read-aloud time. This is true whether or not there is any discussion after the chapters. It is a magical period of the day. When teaching math, I love noticing how their minds work - they surprise me so. The connections they make can be so unlike my own, the student who I think isn't even listening can have brilliant insight, one who struggles with basics may come up with an inventive problem-solving strategy. I love learning these things about them.
First, that is a heartbreaking story about Deirdre...it seems so wrong to be taken right after one of life's most anticipated markers. About the question though...as it has already been mentioned, some students make it so easy for you to get to know them. In sixth grade I have to be very careful with this...as it would easily seem as though I have favorites if I didn't make a very conscious effort to ask the seemingly less eager students to help, answer questions, and so on. I agree with what was said about paying attention to what they do in even a minute of downtime. That is when they are most "honest" - are they drawing dresses and shoes, monsters, doing a sodoku puzzle?...you get the idea. It will certainly take time...I see about 100 kids a day (some for both reading and writing, others just for one of the two) and I still don't know every student as much as I would like to.
I agree with the above (mentioned a few times). It happens over time, but some make it so easy, either because they take up so much of your time and attention through their outgoingness, neediness, outrageous personality or whatever, others are so quiet and/or reserved and will not talk or open up. Some love to talk to you on a personal level and others seem so standoffish. I have one student whom I feel I know inside and out because he stick to me like glue throughout the day and is such a character, yet with others I end the day trying to remember whether I've even talked to them at all that day. The days are usually such a whirlwind, that it can easily happen. Nevertheless, considering the amount of time you spend with them each day, it's inevitable that within about two weeks, you will easily know them all well enough to tailor to their needs. At least that's what I've found.
Thanks for all the ideas, I'll be placed in a junior high to senior high class grades 7-12 (not sure for 6 weeks, that is when they (the university) will decide what grade to place me in) and will be in either Language Arts, Visual Arts, Social Studies, or Geography. My goal for this practicum is to be more outgoing less reserved towards the students, and to try and make the lessons I teach more symbolic to the needs of the students. The other thing is I have grown up in metro classrooms in Southwestern Ontario (26-30 kids per class), and now I'm in teachers college in Alberta (18-24 kids per class). I'm not local, so finding common interests with Alberta townsfolk is a little challenging. Any advice is greatly appreciated. And thanks again for the advice from the previous 5 posts. Mr. Skinner
survey You can do a color personality test. it will really be insightful on who of your students have same personalities!
I teach 6th grade in a middle school setting so I know it's daunting to get to know kids when you are seeing 90-100 kids per day. I have an interview activity that I used in a middle school advisory class years ago and now I use it at the beginning of school. It pairs kids up and they interview each other - questions like, "If you were forced to get a tattoo, what would it look like? or "When you go home after school and look for something to eat, what's the one thing you really hope is in the refrigerator or cupboard?" Odd questions, but they elicit some insightful answers. Then I have each interviewer get up and talk about their subject. It takes a while but can be done over a period of time - you get insights about your class without actually having to do a lot of one-on-one work. Another first of the year activity I do that works on getting to know the kids is the good old paper bag activity - give students a lunch bag and ask them to bring from home 5 items that describe them - and all the items have to fit in the lunch bag. I make it pretty specific so I don't get 5 photos - only one can be a photo, only one can be anything technology related - I don't want a bag of CD's or video games. Then they get up, show their items and talk about what it tells about them. I find out about interests, family, goals. I always model this activity first and bring in 5 things about me - that gives them ideas of what to use and allows them to know about me as well. I don't know about your community or demographics, but I've also always wanted to try - and haven't yet - the Million Words Activity. I saw it on MiddleWeb - here's the URL: http://www.middleweb.com/MWLISTCONT/MSLmillionwords.html I don't know your class set up. I have 30 in my homeroom and I do the paper bag activity with that class, then I have another 26 in English and I did the interview with them. There's no way to know every student, but breaking the ice with a few seems to spread amongst the masses. Just simple things like having your classroom reflect your personality - personal photos or items that express your interest - stimulates conversations with students. Good luck - I admire that you are willing to try new things. Making personal connections with students is huge in the middle and upper grades.
you are working with a large but awesome age range. The good thing is that most of the students are figuring out who they are during this age range. To know them well, I would suggest constructing your curriculum around thier self discovery. structure more open ended assignments which on top of teaching to the standards allow the children to explore new ideas and challenge old ones. This way, the academic is intimately tied with the "getting to know you." Of course this makes for more work on your part. No, easy grading But the rewards.... oh, and the personality test is a great idea!!
In the beginning of the year, we make Personality Plates. Paper plates covered with photos cut from magazines (I provide appropriate pages), but no words allowed. Parents try to guess which plate belongs to their own child.
All very cool and great ideas, Thanks Very Much. Happy new year, I begin my new student teaching assignment on the 4th of january.
I teach middle school language arts and SS (mostly). I'm not big on ice breakers. I have them write an essay at the beginning of the year. I don't have the exact assignment here, but it goes something like this: Paragraph 1: Tell me about yourself and your family. Paragraphs 2-4: Each paragraph is to be about something that is your favorite. (We brainstorm a list of possibilities - food, subject, game, holiday, sport, etc.) Paragraph 5: What do you want to learn this year in this class? I model it by doing one on myself. I require a minimum of three examples and/or details in each of the paragraphs. I have done this for years and found it very effective in getting to know each of my students and what their writing abilities are. (I do not give them a grade for it). Best of luck!
G'day. Joke around with the kids. Make them laugh. Pick on them. Call them names. Join in on their own jokes and stuff. You can do all this in the first day. I know people say 'don't call kids names and stuff cos you're not giving them the respect they deserve' and all that. Bugger that. If not by the end of the first day the definitely by the end of the first week, I'll be greeting the kids with 'g'day, ugly!' and stuff. Yeah, it's calling kids names, but they love it. Also, when they overstep the line and you actually use their real name with that 'teacher' voice...then they definitely know you're serious. Cheers.
G'day again. It's no joke. That's the way I operate. Maintain a level of professionalism in what you're teaching and all that, sure, but remember to have fun with the kids. Don't be cruel or mean when you're making fun of them, but do it in a friendly manner and they'll be on your side for the whole year.
Dutch, I agree with wig. We are in a professional setting and calling kids ugly or big ears or stinky seems a bit strange. I don't see managers or bosses in a business calling customers or their employees stupid or ugly or big ears in a friendly fun manner. It just seems a bit strange professionally. Are your parents okay with you calling their kids names?
Comfortable with it? I'll call them names like that in front of the parents outside the classroom at the end of the day and they have no problems. It's always done in an endearing manner. Let me make this clear though. Professionally, the job is to teach the kids and basically prepare them for life. I take that seriously like all of us, it's the number one reason we do what we do. I just have fun with the kids while I'm doing it. The kids see this and respond in kind. If I can see a kid doesn't get the joke, then I don't interact with them in that way. Horses for courses and all that. Put it another way...my principal has told me that I'm the only member of staff for whom he's never had one single parental complaint. I must be doing something right, eh? Cheers.
I think there might be a couple cultural differences between austrailia and california. However, even in Austrailia, I would suggest that you make sure the children are old enough to understand sarcasm, or at least that the "names" are aready in thier vocabulary of terms of endearment. I think this might be comparable to the nicknames in the mexican culture such as gordo (fat boy) or feo (ugly boy)
It sure wouldn't fly at my school. Not even as nicknames. In fact, sarcasm of any kind for any purpose is frowned upon at my school.
Wow my post is really getting attention. In Canadian schools (in my opinion) Sarcasm, names, and a host of other ways to get the students to like you are frowned upon. In a recreational setting like the boys and girls club its different, but when you are the role model in the classroom the parents, admin, and government want you as professional as possible, both in the class and also outside of school in public. The law in Canada even states (So I've heard in University classes) that you have to, as a teacher in public, stand up for others against racism, abuse, and bullying. So if I see 3 kids in Walmart picking on another Kid I am suppose to intervene (From what the university stated). Each country has a different way of teaching but I agree that the purpose we are chosen as teachers is to prepare the kids for the future, as scary as that might be for some.
Oh, definitely you have to stand up against racism, abuse and bullying. I don't know about doing it on a Saturday afternoon down at the footy or anything, but if kids come out with a choice phrase that, intended or not, could be deemed racial abuse or similar, then yeah, jump on them and make them see the other perspective. When they're still kids, they can be quite surprised that what they've said can be taken in that way and it can really spur them into changing how they talk.
I like the interesting fact scavenger hunt.. Also, at my school it is popular for kids to decorate their binders with photos and decorate each others' lockers on game days, birthdays, etc. I always pay attention to those things when I can.
I wouldn't call kids names, even in an endearing fashion, I'm pretty sure if I did, I'd be in trouble. I also wouldn't want one of my own kids' teachers calling them a name. Sometimes, kids will accept behaviour that they are uncomfortable with just so as to be part of the group. I don't think this is particularly Australian, I can't think of any of my colleagues or friends who would consider this okay! But, as you said Dutch, horses for courses, and if your kids, parents and principal are okay with it, then you've obviously struck the right note.
I searsched yahoo and this was a question someone asked on yahoo. This was an answer that was given. Now, I tried searching for a better, more reliable source, but couldn't find any. So, I'll post their answer here, but I do not know how correct it is. :sorry: well in race horse lingo - some horses like different tracks, surfaces and distances better than others so you want to try and put them in the races where the "course" is preferable to them. So basically it is putting people in the best situation for the individual - where they will perform the best.
Yeah. That pretty much sums it up, but Australians don't like longwinded sentences. Horses for courses. You know, I never thought a phrase like that would need explaining. Foreign languages can be fun, eh?
:sorry: I am sorry if I implied that this was OK in Austrailia, I was suggesting that this might have something to do with culture, If not austrailian, perhaps the town, or community in which the school is. I have never been to Austrailia, though I would love to go, and only know a few Austrailians, so a cutural expert here I am not. I just wanted to highlight that cultural differences can account for a lot of teachers' varied behavior. Sorry, if I offended anyone, and I am even more apologetic if I insulted the Austrailian professionalism.:sorry:
Are there any cool ice breaker type activities for grade 7's that arent boring to them and dont take up too much time? Also does anyone have an interest survey in "microsoft word" format that I can hand out to kids as to get to know them on the first day? Or can point me to a class website of a grade 7 teacher to get information from. Gracias Mr. Skinner
One thing that always helped me was to have the students write a letter to me telling me about themselves. I asked them to share concerns about the subject and activities they enjoyed doing. We would brainstorm and make a list of possible ideas to include in the letter. They would tell me everything from where they liked to sit in my class to how they hated teachers who showed favoritism. I promised them that I would keep all letters confidential. This helped me a lot, and I could reread letters when I had time.
I was talking to a mate of mine the other day who's currently on maternity leave. We were talking about the same topic, and she told of how she'd get each kid to write a secret on a piece of paper. Then she'd get three kids up at a time and the grade would have to choose which kid matched which secret. This would be done for every kid until the grade had learnt something about each member. Definitely has potential for a lot of fun...but on the other hand, you never quite know just what sorts of secrets kids will let slip, eh? Interesting idea, but best done with some sort of caution.
This last idea is similar to "Two truths and a lie" which we play as part of our social-emotional literacy program. Basically each person writes down "two truths and a lie" and then reads all three. The class has to guess which one is the lie.
Here's a fun one. Everyone writes three facts about himself or herself on a piece of notebook paper, but one of the three has to be a lie. Then everyone crumples up the papers and throws them around the room like snowballs for sixty seconds. At the end of the minute, everyone grabs a paper ball. Have them read what is written on the paper out loud, one by one, and see if the class can guess whose paper it is and which of the three statements is false.
I wouldn't say that Dutch's style of interacting with students has anything to do with culture. It's simply a different teaching style. I do much the same thing with some of my students. For some teenagers, it is actually a sign of respect.
No offence taken, cultural differences are enormous between Australia and the US. We are a lot more laid back. I find US professionalism in teaching awesome, though and have learnt so much from interacting with teachers from other cultures. I guess my only issue was with the idea that one teacher could be considered representative of Australians on this board, because we are a serious minority!
