All Discussions Tagged 'management' - Classroom 2.02024-03-28T20:06:02Zhttps://www.classroom20.com/forum/topic/listForTag?tag=management&feed=yes&xn_auth=noTop 5 ways to effectively use mobile devices in the classroomtag:www.classroom20.com,2018-06-15:649749:Topic:11729312018-06-15T10:43:47.424Zcarla sullivanhttps://www.classroom20.com/profile/carlasullivan
<p><b><i>Description</i></b><i><span style="font-weight: 400;">: An increasing number of institutes are allowing students to carry their mobile devices to the classroom, considering the advantage it has for the students. We have listed five ways in which educators can leverage classroom management software to effectively regulate the use of mobile devices in classrooms.</span></i></p>
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<p><span style="font-weight: 400;">Mobile devices have become indispensable for learners and educators…</span></p>
<p><b><i>Description</i></b><i><span style="font-weight: 400;">: An increasing number of institutes are allowing students to carry their mobile devices to the classroom, considering the advantage it has for the students. We have listed five ways in which educators can leverage classroom management software to effectively regulate the use of mobile devices in classrooms.</span></i></p>
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<p><span style="font-weight: 400;">Mobile devices have become indispensable for learners and educators alike due to the flexibility and ease of use they provide in every task. By embracing the use of mobile devices within the premises, educational institutes are empowering teachers, administrators, and students to harness technology for better outcomes. Appropriate use of mobile devices not only makes lessons more interesting but also allows students to take notes and access study material more conveniently.</span></p>
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<p><span style="font-weight: 400;">That being said, mobile devices also provide students with easy access to games, social media and other digital distractions. Gaining benefits out of provisions like bring your own device (BYOD) is subject to appropriate use the devices and the measures taken to check and control unintended usage of technology in the classroom. In this context, a <a href="http://www.faronics.com/products/insight" target="_blank" rel="noopener">classroom management software</a> is essential to ensure that mobile devices are used to their full potential and only for the academic objectives in the classroom. Here are the five ways to ensure the same, with maximum efficiency:</span></p>
<ul>
<li><b>Facilitating research</b><span style="font-weight: 400;">:<br/><br/></span><span style="font-weight: 400;">If students have access to all necessary academic information on their mobile devices (tablets and smartphones), then they can be relieved of the need to carry heavy books. They would also not face limitations while researching and gathering information when all relevant books and articles are easily accessible. With necessary and authorized resources on their mobile device, they will be able to utilize their time most efficiently.<br/><br/></span><span style="font-weight: 400;">Teachers can use</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">to ensure that students’ devices can access all the required and relevant resources, whether websites or databases. For instance, teachers can ensure that students can peruse and download papers and articles from academic archives like JSTOR and Project Muse. Similarly, the institute’s digital library should be made available to ensure that students can access and learn from the widest possible range of academic resources.</span> <span style="font-weight: 400;"><br/></span></li>
<li><b>Restricting access to the distracting material:<br/><br/></b><span style="font-weight: 400;">While mobile devices can be a convenient means of accessing information, they can be used to access content that is totally unrelated to education or even possibly harmful for the institute’s network. It could be online games, social media sites, video streaming, and the like. They can also download games and other applications, which can be run offline and are difficult to monitor and control. The end result anyway is a distraction from studies and poor utilization of institute’s provisions.<br/><br/></span><span style="font-weight: 400;">Using a</span> <span style="font-weight: 400;">class control software</span><span style="font-weight: 400;">, teachers can easily</span> <span style="font-weight: 400;">prevent this by regulating what online and offline resources students can access and what not. They can create a list of approved websites and applications, thereby prohibiting access to the rest. With a</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">at their disposal, teachers can control mobile device usage for any activity which is not conducive to learning. This results in optimum utilization of education technology maximum return on investment.<br/><br/></span></li>
<li><b>Monitoring student activity</b><span style="font-weight: 400;">:<br/><br/></span><span style="font-weight: 400;">Despite the accessibility restrictions in place, the importance of monitoring students’ activities cannot be undermined. By using a</span> <span style="font-weight: 400;">class control software,</span> <span style="font-weight: 400;">teachers can</span> <span style="font-weight: 400;">keep track of the on-device activity of each student. Such software display every students’ on-screen activities on the teachers’ workstation in the form thumbnails in real time. If a teacher detects any unseemly activity on part of any student, they can address the situation accordingly.<br/><br/></span><span style="font-weight: 400;">In addition to keeping track of student activity,</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">also allows teachers to take control of students’ devices or disable their monitors, keyboards and/or mice to check undesired activities. On the other hand, educators can also use the monitoring and remote access features for identifying students who need support and help them navigate through the lesson.<br/><br/></span></li>
<li><b>Building teacher-student connection</b><span style="font-weight: 400;">: <br/><br/></span><span style="font-weight: 400;">Trust and strong connection between teachers and students is a must for creating a truly productive learning environment.</span> <span style="font-weight: 400;">Classroom management software</span> <span style="font-weight: 400;">plays</span> <span style="font-weight: 400;">an integral role in building such rapport between these stakeholders. These software solutions come with various features for simplifying communication between the educator and students, such as one-on-one chat option. Such features are especially helpful for students who might feel hesitant about raising their doubts or putting forward their queries in class in front of their peers. In fact, teachers should rather make the first move if any student seems confused. Doing so breaks the ice for shy students and makes them confident enough to approach teachers in front of the whole class in future. This helps the teacher create bonds of mentorship with far greater ease. It also generates more confidence and trust among students for a teacher who is willing to take the time to understand their learning gaps and give them guidance.<br/><br/></span></li>
<li><b>Making Assessment simple and interesting</b><span style="font-weight: 400;">:<br/><br/></span><span style="font-weight: 400;">Assessment is something that students are generally repulsive to, but its significance in determining the learning progress of a pupil cannot be undermined. Doing away with the monotony of assessments is the key to making students rather enthusiastic about evaluating their capabilities on a periodic basis. This is where</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">is immensely helpful. Using such software, educators can create quizzes, multiple choice questions, essay type questions, or improvise to come up more engaging assessments.<br/><br/></span><span style="font-weight: 400;">The assessment mode feature in such tools can put classroom computers in a secure and locked mode for taking exams. By enabling the assessment mode, invigilators can easily control and restrict access to the internet and other unauthorized apps and resources on student devices for the duration of the test.</span></li>
</ul>
<p><span style="font-weight: 400;">The five measures detailed above can help teachers make effective use of mobile devices in order to create a healthy and productive classroom environment. They help to capture students’ interest, guide them in alignment with their particular learning styles and determine their progress. Ensuring effective use of mobile devices in the classroom can help in realizing the academic initiatives that were envisioned as the end result of fortifying classroom with technological advancements.</span></p> How Classroom Management Software can Aid in Minimizing Digital Distractionstag:www.classroom20.com,2018-06-05:649749:Topic:11725082018-06-05T06:34:48.202Zcarla sullivanhttps://www.classroom20.com/profile/carlasullivan
<p><b><i>Description</i></b><i><span style="font-weight: 400;">: Technologically empowered classrooms, despite providing extensive benefits, can also create nearly innumerable digital distractions for the students. A</span></i> <i><span style="font-weight: 400;">classroom management software</span></i> <i><span style="font-weight: 400;">has features that serve to minimize such distractions and help in maintaining a focused and engaged learning environment.…</span></i></p>
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<p></p>
<p><b><i>Description</i></b><i><span style="font-weight: 400;">: Technologically empowered classrooms, despite providing extensive benefits, can also create nearly innumerable digital distractions for the students. A</span></i> <i><span style="font-weight: 400;">classroom management software</span></i> <i><span style="font-weight: 400;">has features that serve to minimize such distractions and help in maintaining a focused and engaged learning environment.</span></i></p>
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<p><span style="font-weight: 400;">Modern education technology allows teachers to create more interesting lessons, include audio-visual elements on a regular basis, and provide access to a much wider range of necessary resources for research and study. It helps in engaging the minds of today’s generation of digital natives and enable them to easily grasp the lessons.</span></p>
<p><span style="font-weight: 400;">However, introducing technology into classrooms also brings with it a myriad of potential distractions for students. This includes nearly endless social media portals, apps, games, chat services, photo-sharing sites, and other avenues of non-educational activity.</span></p>
<p><span style="font-weight: 400;">A <a href="http://www.faronics.com/products/insight" target="_blank" rel="noopener">Class management software</a></span> <span style="font-weight: 400;">can offer a number of measures that enable the minimization of such distracting elements in the classroom. They are as follows:</span></p>
<ul>
<li style="font-weight: 400;"><b>Web and application restriction</b><span style="font-weight: 400;">: <br/><br/></span><span style="font-weight: 400;">Students are bound to use the Internet to engage in multiple non-educational activities. This may include posting on social media sites, chatting with peers, playing games and the like. Given that new games and applications are being released every single day, students tend to access these endless distractions on the Internet. This causes serious interference with their learning during class hours.</span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;">Classroom management software</span> <span style="font-weight: 400;">comes with the ability to restrict or completely disable access to the Internet and irrelevant applications on students’ computers. It allows teachers to set a list of necessary websites and applications, and restrict the rest. Conversely, a list of unwanted websites and applications can also be enumerated, while access is allowed to the rest. This kind of flexibility enables teachers to set the right parameters to prevent students from finding opportunities for distraction with their devices.</span><span style="font-weight: 400;"><br/><br/></span></li>
<li style="font-weight: 400;"><b>Remote Monitoring and Control</b><span style="font-weight: 400;">: <br/><br/>Most students are proficient enough with technology to mask their tabs and websites when they see their teachers approaching. Students switch between tabs with ease and go back to pursuing distracting activities when the teacher is not nearby. In addition, it is difficult for any teacher to check each student’s system physically in large classrooms.</span> <span style="font-weight: 400;"><br/></span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;">Classroom management software</span> <span style="font-weight: 400;">allows teachers to view each student’s screen from their consoles in real time. Each screen appears like a thumbnail on the teacher’s device that can be used to keep track of students’ activities. Such software also allows teachers to disable the keyboard, the mouse and even the monitor on a particular student’s device. This is especially useful if students keep reverting to inappropriate activities on their devices.</span> <span style="font-weight: 400;"><br/><br/></span></li>
<li style="font-weight: 400;"><b>Secure assessment</b><span style="font-weight: 400;">: <br/><br/>During examinations, students may end up accessing unauthorized apps and websites on their devices. Whether it be searching for information through online sources or trying to contact a peer using the internet, pupils can use their classroom devices to access various distracting elements during tests and assessments.</span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;">Classroom management software</span> <span style="font-weight: 400;">usually offers a secure assessment mode. When it is activated, the assessment mode restricts students’ devices to perform only a limited set of activities. The internet access can be disabled entirely. Students can also be prohibited from switching to any screen except the one on which the test is being conducted. This keeps them from being distracted by anything that is not necessary for their immediate task.</span><span style="font-weight: 400;"><br/><br/></span></li>
<li style="font-weight: 400;"><b>Quizzing</b><span style="font-weight: 400;">: <br/><br/>Despite all the technological restrictions, students cannot be stopped from being carried away by distracting thoughts or engaging in peer to peer conversations. This cannot be prevented even by placing boundaries on their online activity.</span> <span style="font-weight: 400;"><br/></span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;">However, this can be remedied using</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">that offers the option to quickly create quizzes and tests. This can comprise short multiple-choice questions, essay type questions, and other formats of quizzing students. This feature does away with the need for printing question papers and making extensive announcements before taking these motivational interest-inducing tests. When students know that they can be tested any time, they are more likely to keep their attention on the lesson rather than on whatever activity has the potential to distract them.</span><span style="font-weight: 400;"><br/><br/></span></li>
<li style="font-weight: 400;"><b>One-on-one assistance</b><span style="font-weight: 400;">: <br/><br/>Students might face problems in navigating through the study material from their devices. If they are not well-acquainted with what is stored where and how to perform specific actions, they may find it difficult to locate the information they need. The difficulty may also affect their ability to follow lessons, and keep pace with teachers’ progression.</span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;">In this case, classroom management software allows teachers to offer personal assistance to any student experiencing the aforementioned difficulties. They can detect students facing such problems by seeing their screen from the teacher’s console. The software also allows the teacher to take control of a particular student’s device. By doing this, the teacher can assist the pupil to the necessary page or application for the lesson. Teachers can also interact with students on personal chat to answer their queries if they are hesitant to ask amid the whole class. This allows students to focus on the lesson and prevents them from getting distracted.</span></li>
</ul>
<p><br/><span style="font-weight: 400;">Classroom management software</span> <span style="font-weight: 400;">is an important element for establishing a functional and effective digital classroom that meets contemporary educational requirements. Incorporating technology has become inevitable at this age since its benefits are too impactful to be ignored. Teachers must actively harness the advantages of modern education technology to offer a more relevant and interesting mode of learning.</span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;"><br/></span><span style="font-weight: 400;">Some hiccups and distractions that may occur due to digitizing classrooms can be effectively addressed by installing</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">like Faronics’ Insight. In particular, teachers can leverage the various features of such software in order to engage, maintain, and direct students’ attention to education. The potential for distracting activities can be significantly minimized, allowing teachers to create innovative and engaging lessons for imparting knowledge more effectively.</span></p> Importance of Classroom Management Software for IT Admins at educational institutes | Faronics Insighttag:www.classroom20.com,2018-04-18:649749:Topic:11698892018-04-18T06:52:21.678Zcarla sullivanhttps://www.classroom20.com/profile/carlasullivan
<p><span style="font-weight: 400;"><a href="http://storage.ning.com/topology/rest/1.0/file/get/1798934281?profile=original" target="_self"><img class="align-full" src="http://storage.ning.com/topology/rest/1.0/file/get/1798934281?profile=RESIZE_1024x1024" width="750"></img></a> <br></br></span> <span style="font-weight: 400;">Leveraging a </span><a href="http://www.faronics.com/products/insight" rel="noopener" target="_blank">classroom management software</a> <span style="font-weight: 400;">which provides robust endpoint management capabilities for IT admins is indispensable today to manage the digitally-enabled education…</span></p>
<p><span style="font-weight: 400;"><a href="http://storage.ning.com/topology/rest/1.0/file/get/1798934281?profile=original" target="_self"><img width="750" src="http://storage.ning.com/topology/rest/1.0/file/get/1798934281?profile=RESIZE_1024x1024" class="align-full" width="750"/></a><br/></span> <span style="font-weight: 400;">Leveraging a </span><a href="http://www.faronics.com/products/insight" target="_blank" rel="noopener">classroom management software</a> <span style="font-weight: 400;">which provides robust endpoint management capabilities for IT admins is indispensable today to manage the digitally-enabled education infrastructure. These tools come with a comprehensive set of features for both teachers and IT admins. The admin-oriented features such as hardware/software management, app, and web usage reports, and remote troubleshooting (to name a few) enable IT staff to provide optimized computing environment so that both educators and students can benefit from the institute’s investment on technology. <br/> <br/></span> <span style="font-weight: 400;">Let us see how an effective</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">can ensure IT-friendly classroom management!<br/></span></p>
<ul>
<li><b>Total Visibility and Control over Hardware and Software<br/> <br/></b> <span style="font-weight: 400;">Depending upon its size, an educational institute can have hundreds of computers deployed in multiple locations inside the campus. Computers in training labs and classrooms may have considerably different configurations depending upon their use. It becomes extremely difficult for IT admins to visit each device physically for checking its configuration settings and system updates. Also, troubleshooting each issue encountered by students during the classes by physically visiting the workstations is not just time-consuming, but it also disrupts the ongoing session and slows down the entire process of imparting and consuming knowledge.<br/> <br/></span> <span style="font-weight: 400;">The tech-control panel of a</span> <span style="font-weight: 400;">classroom computer management software</span> <span style="font-weight: 400;">helps IT admins to view and access the system configuration of all workstations with just a click. A robust school lab management software features provide various filters and even a sort view as per the requirement of the IT admins. For instance, an IT admin can identify the computers running on a particular operating system, those having particular applications installed, and so on. <br/></span></li>
<li><b>Control Over application and Web Accessibility</b><a href="http://storage.ning.com/topology/rest/1.0/file/get/1798934791?profile=original" target="_self"><img width="750" src="http://storage.ning.com/topology/rest/1.0/file/get/1798934791?profile=RESIZE_1024x1024" class="align-full" width="750"/></a><span style="font-weight: 400;">Provision of unrestricted access to relevant resources while eliminating the scope of web misuse is a major challenge faced by digital classrooms today. A</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">empowers IT admins to configure and customize accessibility to various digital resources to ensure that the learning experience is not affected due to usage restrictions. By implementing the</span> <span style="font-weight: 400;">student monitoring software,</span> <span style="font-weight: 400;">IT admins can ensure that students’ connect only to the permitted school networks, access the approved websites and media, and use relevant applications. This kind of comprehensive monitoring and control highlights the significance of a robust</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">for educational institutes.<br/> <br/></span></li>
<li><b>Remote Control and Assistance<br/></b> <span style="font-weight: 400;"><br/> The ability to remotely control a device is one of the greatest advantages offered by a</span> <span style="font-weight: 400;">classroom computer management software</span><span style="font-weight: 400;">. In every educational institute, a computer is used by students for a range of activities. Even instructors’ workstations, though accessible only to teachers, is constantly used for other functions, unrelated to the curriculum. As a result, system-related issues pop up and IT needs to resolve each case manually. This often leads to piling-up of service tickets.</span><br/> <span style="font-weight: 400;">A</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">enables IT team members to have complete control over students’ computers activities. Mouse and keyboard of students can be accessed and controlled without leaving the admin office. Needless to mention, this allows IT to resolve issues in minutes, which otherwise, would have taken hours or days to complete. Visiting every workstation physically and troubleshooting is clearly not the best way to deal with the issues commonly encountered in institutes. The remote access feature makes computer maintenance quite a manageable task. This feature is also useful for teachers as they can receive expert assistance in case a software function is difficult to comprehend. </span></li>
<li><b>Health and Security status of the systems<br/> <br/></b> <span style="font-weight: 400;">Keeping firewalls and other security solutions up-to-date on all the computers in the campus is a routine task for IT admins. Also, keeping the system settings updated is extremely difficult as students and teachers often make changes to the settings to suit their requirement.<br/> <br/></span> <span style="font-weight: 400;">A</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">aids here as it also acts as a centralized management platform for IT administrators. It allows authorities to monitor whether the firewalls are updated and active on all the devices. Using the</span> <span style="font-weight: 400;">school computer lab management software,</span> <span style="font-weight: 400;">IT admins can define a ‘Health Status’ for the computers and can enable notifications to track which configured categories and not matching the health definition.<br/> <br/></span></li>
<li><b>Efficient Power Utilization<br/></b> <span style="font-weight: 400;"><br/> Besides all the workstations in the entire campus, the IT infrastructure of schools and colleges often includes servers, routers, and other IT equipment. That is why electricity bills are a major overhead for all the educational institutes. Managing the power consumption of computers is essential to keep the OpEx within budget. However, with hundreds of devices in a campus, power optimization cannot be expected as students are likely to forget switching off the devices or putting them on sleep mode after use.</span> <br/> <span style="font-weight: 400;"><br/> The power management capability of a</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">becomes effective for this purpose. It enables the in-campus IT staff to remotely change the power settings on both educator and student devices. Systems can be scheduled to shutdown, restart or hibernate corresponding to the class schedules. This ensures that students’ and teachers’ time is not wasted in starting the computers nor are the devices left switched on after use.</span><br/> <span style="font-weight: 400;"><br/> There are a number of</span> <span style="font-weight: 400;">classroom management software</span> <span style="font-weight: 400;">available in the market, each claiming to be the best in class. Hence, selecting a comprehensive one that meets all the computer lab management requirements could be a challenge. Creating a list of challenges and analyzing the software features against that list is helpful in identifying the best option. One of the preferred classroom management solutions is Faronics Insight which has been adopted by various educational institutes. The software comes with both teacher console and tech console to ensure that campus’ IT infrastructure is being used efficiently and effectively.</span></li>
</ul> Great smartboard tooltag:www.classroom20.com,2015-02-02:649749:Topic:10510672015-02-02T15:44:41.689ZBobbyhttps://www.classroom20.com/profile/bnorman1
Here's a YouTube video explaining a smartboard tool I thought might be helpful.<br />
<a href="http://youtu.be/bFUZvWq77g8">http://youtu.be/bFUZvWq77g8</a><br />
<br />
It's called the portal and seems to have an application in many different types of classrooms.
Here's a YouTube video explaining a smartboard tool I thought might be helpful.<br />
<a href="http://youtu.be/bFUZvWq77g8">http://youtu.be/bFUZvWq77g8</a><br />
<br />
It's called the portal and seems to have an application in many different types of classrooms. Uncommon commonsense ways to empower struggling studentstag:www.classroom20.com,2013-05-06:649749:Topic:9306822013-05-06T13:30:26.508ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="struggling students" border="0" class="alignLeft" height="210" id="img-1367612400022" name="img-1367612400022" src="http://info.marygrove.edu/Portals/94958/images/struggling%20students.jpg" style="float: left;" width="314"></img> When we were students, it quickly became apparent who was “smart” and who was “not so smart.” This writer happened to find himself in the latter category, especially when it came to math. How did we figure this out? Those who struggled with math, for example, simply interpreted the arrangement of the math groups: Group A, who was often first to work with the teacher (and the first to finish), was obviously the “smart group.” Group B, who went next, was the “decently smart group”…</p>
<p><img id="img-1367612400022" src="http://info.marygrove.edu/Portals/94958/images/struggling%20students.jpg" alt="struggling students" class="alignLeft" style="float: left;" border="0" height="210" width="314" name="img-1367612400022"/>When we were students, it quickly became apparent who was “smart” and who was “not so smart.” This writer happened to find himself in the latter category, especially when it came to math. How did we figure this out? Those who struggled with math, for example, simply interpreted the arrangement of the math groups: Group A, who was often first to work with the teacher (and the first to finish), was obviously the “smart group.” Group B, who went next, was the “decently smart group” and so on and so forth. “Smart kids” earned A’s in math. “Not so smart kids” didn’t. “Smart kids” went outside during recess. “Not so smart kids” had to get extra help during recess. Most teachers know A’s say very little about a student’s intellect. Unfortunately, most students don’t.</p>
<p>Whether our struggling students know it or not, they have a unique gift. And it’s up to us to unearth that special talent and find ways to empower them. </p>
<p><b>Uncommon commonsense ways to empower struggling students</b></p>
<p><b>Have your students talk about their interests<br/></b> There are myriad ways to find out what your students are passionate about. One way is to have them write about it. We’ve had success with prompts like, “What are three things you want me to know about you?” and “Describe three things that you are really good at.”</p>
<p>Another way to discover your students’ special talents is to have them go around the room and talk about them. Or you might pair students up and have them interview one another and report back to the class.</p>
<p><b>Publicize the strengths of each student<br/></b> In fifth grade I sat next to a student named Marcus for most of the year. He had little interest in most of what we were asked to do and received low marks because of it. If you would have asked his peers where Marcus fit, they would have relegated him to the “not so smart” category.</p>
<p>A typical day for Marcus went something like this: His group would work together on a project; meanwhile, he would pull out his notebook, place it on his lap beneath the desk, and sketch. Even at that age, he was supremely talented. One day, as the class worked in groups, he was finally caught—but instead of punishing Marcus, our teacher quietly whispered into his ear. He nodded and handed over the notebook to her. Then the strangest thing happened: She asked everyone to stop what they were doing and held up his sketch. As we looked at it, she raved about its sophistication. Then she walked around the room so that every student could see. Marcus beamed. When she finished, she returned the notebook, which he closed and promptly put back in his desk.</p>
<p>Prior to this, Marcus’ strengths had never been publicized. This simple, but brilliantly executed decision by our teacher had a lasting impact on his learning experience—and we all began to notice a change in him.</p>
<p><b>Spend more time talking to parents about the student’s strengths<br/></b> When we meet with parents to review our students’ progress, it’s tempting to gloss over the A’s and B’s and quickly move on to the D’s. The reasons for this are obvious enough, but doing so may come at the cost of building on our students’ strengths. Spend an equal amount of time talking about the A’s and B’s as you do the D’s. Though higher marks have little to do with intellect, they do point to where a student’s strengths lie. Spend time investigating the meaning of that A; explore ways to develop that strength, both inside and outside the classroom.</p>
<p><b>Encourage students beyond academics<br/></b> Are some of your students in the school play? Are others on the baseball or soccer team? Why not spend five minutes before class talking about yesterday’s game or tonight’s performance. Not only will this ease your students into the work that lies ahead, it will give your athletes and artists an opportunity to share talents that they might not get to share otherwise. </p>
<p> </p>
<p><span class="hs-cta-wrapper" id="hs-cta-wrapper-2d8bb364-ccc9-41a7-a542-110def64dad1"><span style="visibility: visible;" class="hs-cta-node hs-cta-2d8bb364-ccc9-41a7-a542-110def64dad1" id="hs-cta-2d8bb364-ccc9-41a7-a542-110def64dad1"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=c13467af-16fa-4321-af6b-b9d97f1d27b2&placement_guid=2d8bb364-ccc9-41a7-a542-110def64dad1&portal_id=94958&redirect_url=o2%2B3SYkF4/A%2B%2BigTC9qGLRyZlk7LOXrCahlD5auINFvw1bOg3Ah4v4/ZFEbNogNn8L7vtWWSgCSEltdaNovcug%3D%3D&iv=pUlHCLCFskk%3D"><img class="hs-cta-img align-center" id="hs-cta-img-2d8bb364-ccc9-41a7-a542-110def64dad1" style="border-width: 0px; width: 192px; height: 263px;" alt="New Call to action" src="http://cdn1.hubspot.com/hub/94958/file-25442120.png" name="hs-cta-img-2d8bb364-ccc9-41a7-a542-110def64dad1"/></a></span></span></p> What Justin Beiber didn’t say… and how it’s Engaging Studentstag:www.classroom20.com,2013-04-23:649749:Topic:9281672013-04-23T16:48:01.644ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="engaging students" border="0" class="alignLeft" height="283" id="img-1366735161846" name="img-1366735161846" src="http://info.marygrove.edu/Portals/94958/images/engaging-students.jpg" style="float: left;" width="222"></img> Every morning before work, I stop by Yahoo with the intention of checking my email—and <em>only</em> checking my mail. Without exception, this is what happens: In the half second it takes me to move my cursor over the email icon and click, it’s all over. Suddenly, I find myself halfway into an article entitled “Nike pulls poorly timed t-shirts from stores.” “How did I get here?” I think to myself as I polish off the last paragraph of an article about Justin Bieber and Selena Gomez.…</p>
<p><img id="img-1366735161846" src="http://info.marygrove.edu/Portals/94958/images/engaging-students.jpg" alt="engaging students" class="alignLeft" style="float: left;" border="0" height="283" width="222" name="img-1366735161846"/>Every morning before work, I stop by Yahoo with the intention of checking my email—and <em>only</em> checking my mail. Without exception, this is what happens: In the half second it takes me to move my cursor over the email icon and click, it’s all over. Suddenly, I find myself halfway into an article entitled “Nike pulls poorly timed t-shirts from stores.” “How did I get here?” I think to myself as I polish off the last paragraph of an article about Justin Bieber and Selena Gomez. Of course I never <em>want</em> to read these articles, but the power of an enigmatic, well-written headline can get me to read just about anything.<br/><br/></p>
<p>So <b>what</b> <b>can teachers learn from the power of a well-written headline</b> and how can they harness it for engaging students?<b> </b> Here are a few ideas we gleaned from one of our favorite authors and educators, Dr. Richard Curwin. We highly recommend <a href="http://www.edutopia.org/user/82998">checking out his blogs here.</a></p>
<p><b>Headlines always use teasers. Teachers should too.</b> <b><br/></b> Regardless of what you teach, try beginning each lesson with some sort of <b>provocative statement—something that will make your students go, “huh?” </b></p>
<p>Which of these two questions do you think would work best for engaging students?</p>
<ul>
<li>“Please take out Kevin Jennings’ essay, “The American Dream.”</li>
<li>“I have a question: What does Kevin Jennings have in common with Jay-Z.” </li>
</ul>
<p>You went with the second one, yes? How about these two questions:</p>
<ul>
<li>What did you think of <a href="http://www.amazon.com/Ad-Nauseam-Survivors-American-Consumer/dp/0865479879">Carrie McClaren’s</a> essay on television commercials?</li>
<li>Have any of you seen that <a href="https://www.youtube.com/watch?v=-IcGvBE5xfg">pistachio commercial featuring Keyboard Cat?</a></li>
</ul>
<p>We bet you went with the second question both times. Why? Because Jay-Z and Keyboard Cat are interesting. At first glance, they also <em>seem</em> completely unrelated to the essays you asked your students to read. This will not only capture their curiosity, it’ll force students to think critically to make a connection. Here’s another tip for engaging students that comes courtesy of Dr. Curwin.</p>
<p><b>Use Compelling Questions</b><b><br/></b> Have you ever forgotten the name of a song, a book title or even someone's name and spent the whole day trying to remember it? It was under your skin, so to speak, and the need to remember was compelling to the extreme. The same is true when you begin a class with a question that creates a compelling need for students to know the answer. This strategy is based on the principle that questions should come before answers. Typically, teachers give information and then ask questions about it. Hearing the question first, especially a great one, radically increases the need to learn the information just to find the answer. Great questions have these things in common:</p>
<ol start="1">
<li>They are related to the subject you're teaching.</li>
<li>They amplify the students' natural sense of wonder.</li>
<li>They challenge the students' belief of the way things are.</li>
</ol>
<p>Here is a sampling of compelling questions that teachers from various content areas have shared with me:</p>
<ul>
<li><b>Middle school math:</b> What does Martin Luther King have in common with Algebra? Answer: they both are concerned with equality.</li>
<li><b>First grade science (studying particles):</b> What is the smallest thing you ever held in your hand?</li>
<li><b>Upper elementary history (studying the Pilgrims):</b> Is there anything your parents could ever do to you that would make you run away from home?</li>
<li><b>Elementary art:</b> If humans had to be a color other than any color they already are, what color would you choose? Why? Draw some people of this color.</li>
<li><b>High school English:</b> If <em>Hamlet</em> were a television sitcom, what would be a better name for it?</li>
<li><b>High school social studies:</b> If Napoleon spread nationalism, how did nationalism bring him down?</li>
<li><b>Middle school English:</b> Why don't "good" and "food" rhyme?</li>
</ul>
<p>Questions like these begin your class with energy, excitement and most importantly, a desire to learn.</p>
<p>Photo credit: Adam Sundana at <a href="http://www.flickr.com/photos/cukuskumir/">http://www.flickr.com/photos/cukuskumir/</a></p>
<p><span class="hs-cta-wrapper" id="hs-cta-wrapper-2d8bb364-ccc9-41a7-a542-110def64dad1"><span style="visibility: visible;" class="hs-cta-node hs-cta-2d8bb364-ccc9-41a7-a542-110def64dad1" id="hs-cta-2d8bb364-ccc9-41a7-a542-110def64dad1"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=c13467af-16fa-4321-af6b-b9d97f1d27b2&placement_guid=2d8bb364-ccc9-41a7-a542-110def64dad1&portal_id=94958&redirect_url=M1hzkPrdqdB76BqFnBYomPMZZhu%2BiBAB/z47I6QMCCI1NRL40wE3HnbmKwA0PkDHdBdUH3Rq3EKGataFRPE7vg%3D%3D&iv=Jcx6QsfPOUk%3D"><img class="hs-cta-img align-center" id="hs-cta-img-2d8bb364-ccc9-41a7-a542-110def64dad1" style="border-width: 0px; width: 192px; height: 263px;" alt="New Call to action" src="http://cdn1.hubspot.com/hub/94958/file-25442120.png" name="hs-cta-img-2d8bb364-ccc9-41a7-a542-110def64dad1"/></a></span></span></p> An awesome classroom management strategy you've never heard oftag:www.classroom20.com,2013-04-05:649749:Topic:9240022013-04-05T15:01:26.107ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="classroom management" border="0" class="alignLeft" height="190" id="img-1365171395938" name="img-1365171395938" src="http://info.marygrove.edu/Portals/94958/images/classroom-management.jpg" style="float: left;" width="253"></img> Regardless of the kind of weather April has delivered to you thus far, springtime is here—and our students can feel it in their bones. If you’re looking for a simple classroom management strategy, one to reenergize your students (and their parents) and carry them into the home stretch of the school year, we may have just the thing for you: “<b>brag” phone calls.</b> This is an idea we gleaned from…</p>
<p><img id="img-1365171395938" src="http://info.marygrove.edu/Portals/94958/images/classroom-management.jpg" alt="classroom management" class="alignLeft" style="float: left;" border="0" height="190" width="253" name="img-1365171395938"/>Regardless of the kind of weather April has delivered to you thus far, springtime is here—and our students can feel it in their bones. If you’re looking for a simple classroom management strategy, one to reenergize your students (and their parents) and carry them into the home stretch of the school year, we may have just the thing for you: “<b>brag” phone calls.</b> This is an idea we gleaned from <a href="http://www.educationworld.com/a_curr/teacher_feature/teacher_feature036.shtml">Donna Kelley</a>, a teacher from Westminster, Colorado.</p>
<p><b>Brag Phone Calls, a classroom management strategy to take you into June</b></p>
<p>Most teachers have a classroom telephone, but even if you don’t, a cell phone will do just as well. The idea is to use the <b>telephone as an incentive for high scores, excellent behavior or a job well done.</b></p>
<p>Here’s what Kelley has done with the activity: “At the beginning of the semester, I discuss what high quality, standard, and substandard work looks like in each subject area," she explains. "I establish with my class what level and quality of work earns a brag call. I explain to them that when work is exceptional and <em>exceeds the standard,</em> <b>I'd like them to share with their parents their excitement about a job well done.”</b></p>
<p>Kelley has made it common practice to return excellent assignments with “brag call!” written on them. Then, at an appointed time during the day, she gives the student time to use the phone and report the good news to his or her parents. The rewards of brag calls are huge, especially when you consider <b>how little it takes to make them happen.</b> They’re also great for connecting <em>you</em> with parents. Instead of having the student make the phone call, you might first speak to the parent to let them know that their son or daughter has a special announcement! </p>
<p>We all know that parental involvement positively impacts our students’ academic achievement. We also know that making this happen is often easier said than done. Brag phone calls are a simple way to strengthen the <b>parent-teacher-student triad</b>, reinvent your classroom management strategy, and create effective lines of communication between home and school.</p>
<p>We know that coming up with ways to motivate students and keep them focused in class is no easy task; that's precisely why we put together our guide, <a href="http://info.marygrove.edu/classroom-management-tips-for-elementary-teachers" title="Classroom Management Tips for Elementary Teachers" target="_self">Classroom Management Tips for Elementary Teachers</a>, a quick refresher for teachers to inject a little energy into their day. Also, be sure to stop by our <a href="http://mat.marygrove.edu/resources/resource-directory-download-free-teaching-guides.html">resource library</a> where you'll find free downloadables, podcasts and webinars on-demand.</p>
<p> </p>
<p><span class="hs-cta-wrapper" id="hs-cta-wrapper-13d7d0d0-5ef8-41bd-8efa-88d99136e12c"><span style="visibility: visible;" class="hs-cta-node hs-cta-13d7d0d0-5ef8-41bd-8efa-88d99136e12c" id="hs-cta-13d7d0d0-5ef8-41bd-8efa-88d99136e12c"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=51631439-371e-4b36-b836-114e08debb86&placement_guid=13d7d0d0-5ef8-41bd-8efa-88d99136e12c&portal_id=94958&redirect_url=rFzAkpfeJ1dxOJmq7peBnh2iWiShwmmh5%2B90gAF7AmMcRZEpNBTcHMNOgepJN4T4t4YsfdRG1/oC4DqoaIe2H/nZ8P2Ra4i/abEt4rd7Y84%3D&iv=Gqx5GCG139o%3D"><img class="hs-cta-img align-center" id="hs-cta-img-13d7d0d0-5ef8-41bd-8efa-88d99136e12c" style="border-width: 0px; width: auto; height: auto;" alt="Download our Free Classroom Management G" src="http://d1n2i0nchws850.cloudfront.net/portals/94958/51631439-371e-4b36-b836-114e08debb86-1316195404794/download-our-free-classroom-management-guide.png?v=1316195405.06" name="hs-cta-img-13d7d0d0-5ef8-41bd-8efa-88d99136e12c"/></a></span></span></p> A simple classroom-management strategytag:www.classroom20.com,2013-03-08:649749:Topic:9173202013-03-08T14:41:05.142ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="substitute teacher" border="0" class="alignLeft" height="181" id="img-1362752299398" name="img-1362752299398" src="http://info.marygrove.edu/Portals/94958/images/substitute-teacher.jpg" style="float: left;" width="297"></img> We were looking over our blog index and noticed that, to date, we’ve tagged 48 blogs with <a href="http://info.marygrove.edu/MATblog/?Tag=classroom+management">“classroom management”</a>; that doesn’t even take into account the 25 or so blogs that have been tagged similarly. We admit it, we felt that we might have been on the verge of exhausting all things classroom management, but then we found Farley’s blog, <a href="http://ohboy3rdgrade.blogspot.com/">Oh, Boy 4<sup>th…</sup></a></p>
<p><img id="img-1362752299398" src="http://info.marygrove.edu/Portals/94958/images/substitute-teacher.jpg" alt="substitute teacher" class="alignLeft" style="float: left;" name="img-1362752299398" border="0" height="181" width="297"/>We were looking over our blog index and noticed that, to date, we’ve tagged 48 blogs with <a href="http://info.marygrove.edu/MATblog/?Tag=classroom+management">“classroom management”</a>; that doesn’t even take into account the 25 or so blogs that have been tagged similarly. We admit it, we felt that we might have been on the verge of exhausting all things classroom management, but then we found Farley’s blog, <a href="http://ohboy3rdgrade.blogspot.com/">Oh, Boy 4<sup>th</sup> Grade</a>.</p>
<p>This blog is just as much for you as it is for the <b>substitute teachers who take over</b> when you attend a conference, nurse your cold, or <b><em>insert reason for absence here</em></b>. </p>
<p><b>What do I do?</b> <br/> Using a dry erase marker, Farley suggests <b>writing each student a note directly on the desktop</b> (it should come right off, but if not, an anti-bacterial wipe will work).</p>
<p>Do you have a particularly <b>“active” student</b> who needs a personalized reminder? How about a <b>classroom leader,</b> someone the rest of your students respect and listen to? Do you need to <b>remind one or two students</b> to take something home to their parents? </p>
<p>You don’t have to labor over the process and you don’t have to write a message to each student, but if you can find the time, it couldn’t hurt. Of course, this doesn’t necessarily guarantee that your students are going to be “great helpers” or “awesome assistants” when substitute teachers take over, but it does remind them of your expectations and encourages them to make decisions that will make your return a jovial one.<br/> <br/> <span class="hs-cta-wrapper" id="hs-cta-wrapper-13d7d0d0-5ef8-41bd-8efa-88d99136e12c"><span style="visibility: visible;" class="hs-cta-node hs-cta-13d7d0d0-5ef8-41bd-8efa-88d99136e12c" id="hs-cta-13d7d0d0-5ef8-41bd-8efa-88d99136e12c"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=e24d0670-9f18-4d83-8424-1a0bc81265a7&placement_guid=13d7d0d0-5ef8-41bd-8efa-88d99136e12c&portal_id=94958&redirect_url=1NDpMxMFsg7pLRiCbr2d0sER1nR315rbSVAuU7Y%2B9QjJgDI90nwd7/UalXmnrlTVCRQWO8c43i5jUfaAisnjF2BOCkeV4smvBCZIEuHZeho%3D&iv=6uAdpe/XbtQ%3D"><img class="hs-cta-img align-center" id="hs-cta-img-13d7d0d0-5ef8-41bd-8efa-88d99136e12c" style="border-width: 0px; width: auto; height: auto;" alt="Get Your Free Classroom Management Guide" src="http://d1n2i0nchws850.cloudfront.net/portals/94958/e24d0670-9f18-4d83-8424-1a0bc81265a7-1314740143508/get-your-free-classroom-management-guide-now.png?v=1314740143.76" name="hs-cta-img-13d7d0d0-5ef8-41bd-8efa-88d99136e12c"/></a></span></span></p> What makes a master teacher? Questions, not answerstag:www.classroom20.com,2013-02-26:649749:Topic:9150952013-02-26T18:36:13.867ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="Master Teaching" border="0" class="alignLeft" height="282" id="img-1361902829898" name="img-1361902829898" src="http://info.marygrove.edu/Portals/94958/images/Master-Teaching.jpg" style="float: left;" width="188"></img> We know a <strong>“master teacher”</strong> when we see one, but putting a finger on that elusive, "special something” is tricky business. There are innumerable books, blogs and articles designed to <b>distill mastery teaching down to a set of discreet behaviors</b>; if only we adopt them, they seem to suggest, we’ll find the key to unlock our hidden <a href="http://www.merriam-webster.com/dictionary/je%20ne%20sais%20quoi"><em>Je ne se quoi</em></a><em>.</em></p>
<p>Robyn Renee…</p>
<p><img id="img-1361902829898" src="http://info.marygrove.edu/Portals/94958/images/Master-Teaching.jpg" alt="Master Teaching" class="alignLeft" style="float: left;" border="0" width="188" height="282" name="img-1361902829898"/>We know a <strong>“master teacher”</strong> when we see one, but putting a finger on that elusive, "special something” is tricky business. There are innumerable books, blogs and articles designed to <b>distill mastery teaching down to a set of discreet behaviors</b>; if only we adopt them, they seem to suggest, we’ll find the key to unlock our hidden <a href="http://www.merriam-webster.com/dictionary/je%20ne%20sais%20quoi"><em>Je ne se quoi</em></a><em>.</em></p>
<p>Robyn Renee Jackson’s book <a href="http://www.amazon.com/Never-Harder-Students-Principles-Teaching/dp/1416607579"><em>Never Work Harder than Your Students</em></a> deviates from this common mantra. For her, “What separates master teachers from the rest of us is that <b>they know how to think about teaching.”</b> They have “the Master Teacher Mindset,” and a toolbox of <b>research-based strategies</b>. Okay, so what’s the “Master Teacher Mindset” then?</p>
<p>Adopting the Master Teacher Mindset means that:</p>
<ul>
<li>You know that asking the <b>right questions is more important</b> than having the right answers. “Good questions reveal what information is relevant, when information is sufficient, and how that information should be used appropriately.”</li>
<li>You spend your time “refining [your] inquiry skills,” as well as “collecting strategies and skills.” Teachers who have <b>mastered the art of inquiry</b> know how to ask students questions that <b>stimulate thinking</b>, <b>motivate</b> them and challenge them to take ownership over their own learning experience.</li>
<li>You do not rush to find solutions to problems. Instead, you spend time <b>reflecting</b> on the problem, <b>resist placing blame</b>, and maintain a willingness to <b>“own your own contributions to the problem.”</b></li>
<li>You stop trying to teach like everyone else and instead tailor your approach to the needs of your students.</li>
<li>You put away the stacks of papers that need to be graded and take time to reflect on your teaching because you know that it <b>meaningful reflection is necessary</b> to expose “unwarranted or harmful assumptions” and “fallacies in [your] thinking.”</li>
<li>You are an <b>expert in your subject area</b>—not simply because you have a “hodgepodge of largely disconnected facts,” but because you have a system. You’re also able to “organize [your] teaching knowledge into meaningful patterns…and develop a set of key instructional principles.” This system will be the bedrock of your philosophy.</li>
</ul>
<p>Here are the seven principals of Master Teaching Jackson leads us through in her book:</p>
<ul>
<li>Master teachers start where their students are</li>
<li>Master teachings know where their students are going</li>
<li>Master teachers expect to get their students to their goal</li>
<li>Master teachers support their students along the way</li>
<li>Master teachers use feedback to help them and their students improve</li>
<li>Master teachers focus on quality rather than quantity</li>
<li>Master teachers never work harder than their students</li>
</ul>
<p>If you’d like to read more of Jackson’s work before committing to an entire book, <a href="http://edge.ascd.org/_Five-of-the-Biggest-Mistakes-I-made-as-a-new-teacher/blog/2762294/127586.html">check out some of her blogs here</a>. </p>
<p> </p>
<p><span class="hs-cta-wrapper" id="hs-cta-wrapper-13d7d0d0-5ef8-41bd-8efa-88d99136e12c"><span style="visibility: visible;" class="hs-cta-node hs-cta-13d7d0d0-5ef8-41bd-8efa-88d99136e12c" id="hs-cta-13d7d0d0-5ef8-41bd-8efa-88d99136e12c"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=e24d0670-9f18-4d83-8424-1a0bc81265a7&placement_guid=13d7d0d0-5ef8-41bd-8efa-88d99136e12c&portal_id=94958&redirect_url=520vus6PjuSNgxzEZgyIFZrPgrtpSDrAi/cPZ9G3rcAbayHAdcBXoVNOGefun0bXYzZnwHXaxO4bqLZMbti84MGnoPCWXa1VaR7lVk/bVAE%3D&iv=76khqcqZOFI%3D"><img class="hs-cta-img align-center" id="hs-cta-img-13d7d0d0-5ef8-41bd-8efa-88d99136e12c" style="border-width: 0px; width: autopx; height: autopx;" alt="Get Your Free Classroom Management Guide" src="http://d1n2i0nchws850.cloudfront.net/portals/94958/e24d0670-9f18-4d83-8424-1a0bc81265a7-1314740143508/get-your-free-classroom-management-guide-now.png?v=1314740143.76" name="hs-cta-img-13d7d0d0-5ef8-41bd-8efa-88d99136e12c"/></a></span></span></p> Going Paperless: Podcasting your Student Progress Reportstag:www.classroom20.com,2013-02-19:649749:Topic:9137022013-02-19T19:11:28.913ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="student progress reports" border="0" class="alignLeft" height="164" id="img-1361300309142" name="img-1361300309142" src="http://info.marygrove.edu/Portals/94958/images/student-progress-reports.jpg" style="float: left;" width="219"></img> As you know, students aren’t always the most reliable couriers. Sometimes “Friday” folders come back with a parent’s signature, sometimes not. Sometimes the progress reports were delivered; sometimes they were <b><em><span style="text-decoration: underline;">insert excuse here</span></em></b>. On the whole, folders are a useful organizational tool; they’re also nice for strengthening lines of communication between you and parents. But we happen to think there’s a more efficient way…</p>
<p><img id="img-1361300309142" src="http://info.marygrove.edu/Portals/94958/images/student-progress-reports.jpg" alt="student progress reports" class="alignLeft" style="float: left;" border="0" width="219" height="164" name="img-1361300309142"/>As you know, students aren’t always the most reliable couriers. Sometimes “Friday” folders come back with a parent’s signature, sometimes not. Sometimes the progress reports were delivered; sometimes they were <b><em><span style="text-decoration: underline;">insert excuse here</span></em></b>. On the whole, folders are a useful organizational tool; they’re also nice for strengthening lines of communication between you and parents. But we happen to think there’s a more efficient way to keep parents up to date on their child’s progress—one that might <b>actually cut down on your paperwork</b> and <b>guarantee that your messages will be delivered.</b></p>
<p><b>Using Voxie Pro to Record Student Progress Reports<img id="img-1361300355992" src="http://info.marygrove.edu/Portals/94958/images/student-progress-reports-2.jpg" alt="student progress reports 2" class="alignRight" style="float: right;" border="0" width="170" height="170" name="img-1361300355992"/></b><br/> In lieu of a weekly evaluation or progress note for every student, what if you were to spend a measly $4.99 on <a href="https://itunes.apple.com/us/app/voxie-pro-recorder-twitter/id294895817?mt=8">Voxie Pro</a> (bottle rocket), an app that allows you to <b>record CD-quality audio files</b> to your phone and <b>email them directly to parents?</b></p>
<p>Your messages can be as long as you need, but 60 to 90 seconds should be more than enough time for you to:</p>
<ul>
<li>State the student’s name along with the date</li>
<li>Briefly describe student progress, both socially and academically, over the last week</li>
<li>Offer suggestions for how the student can improve</li>
<li>Ask parents questions about the student and request that they call or email you answers</li>
</ul>
<p><b>What’s wrong with handwritten progress reports?<br/></b> Besides the fact that they’re so commonly “lost or eaten” by <b><em><span style="text-decoration: underline;">insert animal/person/thing here</span></em></b>, there’s also the fact that many teachers have resorted to turning evaluations into vague checklists they can work through quickly.</p>
<p>But <b>can we really boil our students’ progress, both socially and academically, down to “Outstanding,” “Satisfactory,” or “Needs Improvement?”</b> We think not. On top of this, checklists offer little opportunity to share your personality or offer substantive feedback. Podcasting gives parents the opportunity to actually <em>hear</em> you. In fact, they can even create their own podcasts and email them back to you.</p>
<p>Podcasting your students’ progress reports is only one way to “digitally enhance” communication between you and your students’ parents. If you’re looking for other ideas, you might check out one of our recent blogs, <a href="http://info.marygrove.edu/MATblog/bid/90731/5-More-Indispensable-Classroom-Management-Apps" title="5 More Indispensable Classroom Management Apps">5 More Indispensable Classroom Management Apps</a>. Pay specific attention to an app called Remind 101. We think you’ll find it useful. </p>
<p> </p>
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