Making Students Do the Heavy Lifting

We all know the old adage that teachers too often work harder than the students, but what are some simple strategies that reduce the burden on the teacher while positively impacting student learning?

1.     One strategy for Chromebook checkouts and no-opt out discussions:  From Orlia Stanford’s classroom at THS:  Firmly tape a number to each desk or seat in your classroom.  Use these numbers for Chromebook checkouts—if a student is sitting in seat #9, he/she should get Chromebook #9.  Even better, make one set of numbered popsicle sticks.  To call on students, draw a stick with a number, and the student sitting in that seat must respond.  This saves time for teachers, who don’t have to make five sets of name cards or popsicle sticks, but can still hold students accountable for learning.

2.     Reducing the burden on teachers to race around the room answering individual questions:

a.       From Kathy Whylie, Math Instructional Coach:  when students are working individually on assignments/problems and have questions, require them to write the question on a Post-It and place it on the whiteboard.  The students should look to see whether anyone else has written the same question; if so, he/she should place the Post-It next to that one.  This requires students to put their question into words, to take the time to write it down (sometimes figuring out the answer as they do so), to categorize their question, and to see if someone else has the same question.  This strategy then allows the teacher to check for common questions, to answer questions in the order of urgency or need, and/or to send a student who knows the answer to help the struggling student(s). 

b.       From Malinda Shirley’s classroom, THS: when students are working individually on assignments/problems and the first student finishes, ask that student to stand at the back of the room. The second student finished should join the first, and the two should compare answers and/or check the answers again the key.  When they are certain all of their responses are correct, the two students head out into the classroom to answer questions and help other students.  The next two students to finish do the same thing, and the teacher now has four tutors roaming the class, providing individualized instruction.

3.      Reducing time and energy spent distributing handouts: From Jon Neil’s and Matt Tucker’s classrooms:  On a table near the door, place the handouts or worksheets for the day, along with a sign that says “Take One.” Students will become accustomed to grabbing these as they enter. The responsibility has shifted to the student.

These great ideas all come from THS, but we know that equally wonderful strategies are being implemented all over our district.  Please share with us your ideas so that we can reduce the stress on teachers and raise the learning of all of our students.