Tip #1: Establish a morning routine - for YOU
Establish a morning routine - not just in your classroom, but as part of your 'personal' morning. Some of us are morning people, and we like to get up extra early, do our workouts, read, walk the dog, make a big breakfast, read to the kids, etc, before we head off to work early, to prep at little at school and then share our day with the students in the classroom.
But others of us are NOT morning people, hit the snooze button five times before slowly rolling out of bed, getting ready as fast as physically possible, getting our kids ready, grabbing our morning coffee (and maybe a bagel or something), and getting into the classroom right on time....about 5 minutes before the kids arrive.
Which one of these scenarios sounds like you?
USING SLIDE MASTERS
Does This Sound Familiar?
You're close to finishing a resource for your classroom, or for TPT, and then you decide you want to rearrange/move elements, add/change the clip art, or change the font.
That may not be a huge deal if your pages are all designed differently, have no repeated elements, or there aren't many pages; but if you're creating task cards or multiple pages with the same elements over and over on all the slides, making those changes can be a pain!
Slide Masters Can Help!
All those little changes can be made more quickly and easily if you create your resources using slide masters (in PPT or in Google Slides). Slide masters make some parts of resource creation a bit faster - using them can definitely save you time! Before we look more closely at how they work, check out a few benefits of using the slide masters:
What Exactly Are Slide Masters?
According to the PPT description, “Slide Masters control the look of your entire presentation, including colors, fonts, backgrounds, effects, and just about everything else. You can insert a shape or a logo on a slide master, for example, and it will show up on all your slides automatically.”
So, slide masters are basically a way to control the elements on your slides.
5 Tips to Help Middle School Math Students
The math homework dilemma – to give or not to give (IF you have the option in your district)? How much to give? To go over it all or only review some of it? What will be most helpful to your students?
Maybe your experiences have been similar to mine: I’ve adjusted my practices from year to year, sometimes spending a lot of time reviewing homework, but other times spending little; some years giving homework related to the lesson, other years giving homework that was basic skills practice; some years lots of problems, other years just a few. There seemed to be pros and cons to each.
Thinking about this topic yet again, I decided to look for some research to see how we can help students get the most out of the homework we assign.
Fall Activities Found!
Middle school students still like those fun seasonal activities:-)
Many years ago (I have no idea how many) I used this pattern coloring activity with my middle-schoolers. I don't remember where the idea came from, and I had even forgotten that I ever used it! However, I was looking through an old "November" file to find some ideas for a fun activity for a sub day, and found the tracers and examples in my file.
When I found it, I DID remember that the kids really enjoy this activity. They had fun creating the patterns and deciding what colors to include. So, I gathered materials (graph paper, tracers, colored pencils, thin black markers, construction paper) and left them for the sub, with these directions:
Using Your Time Effectively and Efficiently
Having the perfectly-run math class....that's been my goal, year after year. Somehow, in middle school, it has consistently tried to evade me!
In other posts, I've shared that I taught elementary math for years, and always had an hour for math class. That hour gave me the time I wanted to have good warm-ups every day (sometimes taking up half the class with one particular problem that led to additional discussion/extension!); the hour gave me the time to go over homework the way I wanted to. And it still gave me time for a new lesson and practice.
But when I got started teaching math at the middle school, with "44"-minute periods, that was all over. (They aren't really 44 minutes - the students get no time between classes for switching, so switching time comes out of the 44.)
Making math stations work in 40-minute class periods
I taught elementary school for 12 years and I loved my math centers (or math stations, as you might call them)! They were great. Math class was always an hour, and we had five computers in the classroom, so having a computer center was always an option.
Then I moved to middle school. Math class was 44 minutes (minus time for switching classes.....so more like 40 minutes). How could I fit more than two math station rotations in a 40-minute period?? I longed for block scheduling (our district has never had it)...that would make it so much easier to complete math center rotations! For the first year or two of middle school, I kind of gave up on the idea of math centers...the activities I wanted students to complete took longer than 20 minutes. So, that would be enough time to finish two math station rotations, IF students started the second they walked in the door and then had no time to clean up/organize at the end of class. But eventually I needed to get my math centers back, so I experimented with a few different set-ups before I landed on a structure that works.
Surface area is a such a fun topic to explore in the middle school math classroom! To really understand what surface area means, students need to interact with actual three-dimensional objects. Before we talk about the math formulas or how to calculate, we spend time discovering how to find surface area in our own ways.
I give students every-day items to work with. Typically, we use product boxes (rectangular prisms) with different dimensions, and I ask the students to visualize and then draw what the boxes would look like if they were taken apart and laid flat. Most students take about 5 minutes to complete their drawings, depending on how detailed they choose to be, and for the most part, they do a very good job drawing the nets of the boxes. Next, I have them spend a few minutes comparing their nets with group members, deciding whether those nets are reasonable representations of the object (even if they are drawn a little differently), and determining whether anyone appeared to be missing anything (some students will draw only five sides, and their group members are able to help them figure out what's missing).