Reading Relay Races

Reading passages and answering questions is BORING!

Reading passages and answering questions you found in Easter eggs while competing against other teams is A LOT LESS BORING!

In contemplating how to handle energetic students, who are kinesthetic learners, I kept coming around to outdoor recess and the need to run.  This is not an option - because it's high school, because of our room location, because of many risk factors, because....., because......  

So, what would be close to outdoor (not in desks) recess (activeness)? A relay race!

Can't run - 2nd floor & injury risks - so they walk on their knees.

And egg relays have just as much tension, but less running anyway.

And so was born the Reading Relay: 

Students are divided into teams with 4-5 students per team.

You will need 6-8 eggs of the same color for each team.  So, if you have 5 teams, you will need 6-8 plastic Easter eggs in 5 five different colors. 

You will need to print a set of numbered questions and the text for each team and an answer sheet for each team.  The answer sheet should just be numbered.  If you print the questions, they will answer them there without going for the eggs.

Each egg within a color set will contain one of the questions. 

The day of, put all of the eggs together in a location equidistant from all the teams. (I put the eggs in the middle of the room.) Divide into teams. Give each team a copy of the text and an answer sheet.  Assign each team a color.  Explain the rules.  I also give each team a spoon on which they have to carry the egg and they can only hold it at the back of the spoon, not up by the egg. 

For my classes students have to walk on their knees with the spoon to the egg basket (or box).  Place an egg of their color on the spoon.  Holding the spoon at the tip away from the egg, they walk on their knees back to the group.  As a group they read and answer the question making sure they answer next to the correct number, since the eggs are out of order (Stress this point).  Then they go back for another egg.  I allow them to trade out walkers on each turn.

I give an extra 5 points to the first team finished so that if everyone gets 100% correct, the first team to finish wins 1st place.  Otherwise, 1 point per correct answer and the highest points win.  Sometimes they win bragging rights and sometimes jolly ranchers.

Sometimes there's resistance and "it's childish and stupid", but it's not optional and it's a grade (mostly participation).  Enforce the rules and build the excitement.  "No, on your knees.  Go back."  Now, the team will enforce the rules, because the others are ahead of them.

It's loud and animated, so if you like quiet and calm, this is not for you.

But suddenly passages and questions aren't so bad.

Have fun and let the games begin!

Classroom Management

The biggest question asked about teaching, particularly those students who can be challenging in the classroom, is what about classroom management. 

Classroom management is really about behaviors and relationships, most of the time.  There are exceptions.  My suggestions apply to teens and young adults.  They are based on my experience and my personality, so they may not work the same for you and may need to be adapted to your style.

I have 4 rules:  Be safe.  Be polite.  Ask questions.  Be here.

For me everything hinges on a relationship between me and each individual student, as well as the class as whole.  Yes, those are all different relationships.

Typically, my students respond to respect.  I AM RESPECTFUL TO THEM.  I EXPECT POLITENESS FROM THEM.  I do not look down on them.  I expect to learn from them.  I could be a peer, co-worker, or subordinate to them at another place of business.  When I worked at the bookstore, I had co-workers who were 17 and sometimes they trained me when I covered a department.  So, my view of them is not as underlings, but as someone who needs to learn what I am teaching.  At some point I may need to learn what they are teaching.

I give them respect first.  Many of my students are accustomed to being talked down to,  picked on, and harassed by teachers and staff.  That cannot happen in my room.  I will correct them and I have been corrected by them.  I speak to them as I do to other adults.  I expect them to act like adults.  Sometimes we have lessons on tone of voice and they restate what they are telling me more politely.

I ask politeness from them.  Many adults want and demand respect.  Respect is earned.  When I earn it, I will get it.  Politeness is just a behavior, not contingent on the feelings.  The student can be polite to me, while despising me.  This is ok.

I also focus on what I really want and need from each student.  Do I need them to sit quietly, feet on the floor, reading silently?  Or do I need them to read?  Why is it bad if they correct me, if I made a mistake?  Can he pace the back of the room or stand while he reads?  Why can't he?  Why is it cute when she does it, but rude when he does it?

Honesty with myself is extremely important.  The WHY is enormously important.  So, yes, sometimes she stands when she reads.  And he paces when he reads (and on bad days, when he's listening to me read.)  Yes, he can tell me that I only point out when he is talking and not when others are talking. (Yes, he had to restate it without the attitude, but the message was important for me to hear.)  I need them to read.  I need them to not hate reading.  And with that goes some leeway on how they read.  

There are lots of hallway conversations, because some of them have crappy lives outside of school.  I keep peanut butter and crackers on hand, because some don't get breakfast or can't handle the crowds for lunch.  Everyone gets to have a bad day once or twice a year.  The work still has to be done, but maybe it can be done as homework or tomorrow.  Maybe the student just needs down time right now, because they are overwhelmed.  My students can move their desks to the side and tell me they need me to not bother them right now.  (Sometimes I make the suggestion to them.)  It gives them power, control, and choice.  

I let them have the last word.  I control their grade and dean referral - I have the ultimate last word.  She needs to mutter under her breath as she sits down and starts working - OK.  He needs to move slowly getting his stuff out "to show me" - OK.  They are done with the problem and back to work.  That is my goal.

Can they tell me it's stupid?  Of course.  If I can make it more interesting, great!  If not, all jobs have stupid stuff, so it's just practice for life.

Does it work?  Yes.  Do I still have issues sometimes? Yes.  Do I always get it right?  No.  But when it works, it's beautiful!  

I had a group of six young men in one class that did nothing.  They weren't loud or disruptive, just did nothing.  Their grade averages on report cards were in the 20s and 30s.  The principal popped in one day during silent reading.  I noticed that the whole group of six had books out and were turning pages appropriately.  When the principal left, one of them called me over.  "You gotta tell us when he's coming. You shouldn't get in trouble cuz we don't wanna do anything."  

Had one student who did ok, but didn't always follow along during group activities and readings.  I noticed he had his book open (He was seated where he could see out the door.) and was looking at it.  A group from the district office came in and he showed them where we were and answered questions.

I had a student who came and spent his lunch in my class.  He wasn't that fond of reading, but it kept him out of trouble during lunch. 

Why tell you about these guys?  Because respect goes a very long ways and they will repay it.  Maybe with work, but maybe with their behaviors.  These three spent much of their time suspended, skipping, and mouthing off to staff.  I didn't see much of that behavior after the first 2-3 weeks.  Why are the examples only guys?  Because unfortunately, most of my students are young men. 

Most classroom management hinges on the relationships.  Take the time.  Get to know them.  Give respect.  Expect politeness.  Teach politeness.