Loudness isn't inherently bad, but the way my kids mean it is usually implying a lack of self-control or a lack of consideration for others.Īnd then laziness - whoo, that's just straight up Bad Habit Central. Things like this killed me - especially that latter adjective - because I was giving them an assignment that was inadvertently encouraging them to identify with bad habits. In my head this made sense - I was getting to know them, and with the activity I was telling them that I care about who they are.Īnd I do, indeed, care about who they are I spend a whole chapter in Never Finished exploring the importance of building genuine relationships with our students.īut there was a problem with this activity: I'd often have my fourteen-year-old students writing things like “Loud” or “Lazy” to describe themselves. ![]() On the other side, I'd have them write adjectives or phrases that describe who they are. So typically, I'd have kids come in on the first day, grab a seat and an index card, and then write their name on one side of the card, nice and large. ![]() To learn about the art of teaching kids how to speak, see anything by Erik Palmer I write about his PVLEGS strategy here.) How I used to have kids create the index cards For a more up-to-date treatment, see this one. (To read more about how I use these index cards and think-pair-share, check out this article: “ Every Kid Speaks, Every Day“. This is why I use index cards, combined with think-pair-share (another old school strategy - like yours truly, it originated in the 80s), to facilitate 80-90% of the speaking and listening that happens in my room (the other 20% would be the pop-up method for discussion or debate). If multiple strategies do what I want them to do, then the simplest, quickest strategy is the best one. When it comes to deciding which instructional strategies to use, my thinking goes like this: ![]() If you've been around for a bit, you know I'm pretty old school in a lot of ways.
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