{"id":21812,"date":"2024-02-06T05:00:00","date_gmt":"2024-02-06T13:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=21812"},"modified":"2024-07-16T09:08:10","modified_gmt":"2024-07-16T16:08:10","slug":"teachers-talk-about-their-favorite-classroom-tools","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2024\/teachers-talk-about-their-favorite-classroom-tools\/","title":{"rendered":"Teachers talk about their favorite classroom tools"},"content":{"rendered":"
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Back in May, the Continuing Educator<\/em><\/a> podcast wrapped up its season with a special episode highlighting success stories, novel teaching ideas, and fun memories shared by podcast listeners. In \u201cVoicemails from our listeners,\u201d<\/a> co-hosts Jacob Bruno<\/a>, executive vice president of Learning & Improvement Services at NWEA, and middle school math teacher Kailey Rhodes<\/a> heard from teachers about some of their best classroom experiences and favorite classroom tools, including Mr. Potato Head.<\/p>\n\n\n\n

In this post, we\u2019ll learn about some of the classroom tools these teachers are using every day to improve instruction and build a stronger classroom culture\u2014and we\u2019ll get Jacob and Kailey\u2019s in-the-moment reactions to these words of wisdom.<\/p>\n\n\n\n

Best extrinsic motivators?<\/h2>\n\n\n\n

Calling in from Allen, Texas, Tanji shares her favorite extrinsic motivator<\/a>: none other than Mr. Potato Head. \u201cMy students have always loved having him in our classroom,\u201d she says. \u201cAnd as they make good choices, show good behaviors, and kindness toward one another, we add body parts to Mr. Potato Head. And once we have him whole, they win some type of whole-class reward.\u201d<\/p>\n\n\n\n

Kailey: \u201cThat is the cutest thing I\u2019ve ever heard in my life.\u201d<\/p>\n\n\n\n

Jacob: \u201cAll ages can come together for a common end. And if that is to make a potato man whole, all the better. I love it.\u201d<\/p>\n\n\n\n

For listener Sarah, hailing from Jefferson County, Kentucky, one of the best extrinsic motivators involves picking up the phone. Together as a class, she and her students nominate a student who did something special on a given day, and she calls their parents or guardians to share the class\u2019s praise. Not only do her students enjoy nominating each other for a positive phone call, but sometimes this gesture of kindness comes right back to Sarah.<\/p>\n\n\n\n

\u201cI had a student who started asking, on days when she really liked a lesson, if she could call my<\/em> mom,\u201d says Sarah. \u201cAnd so I had a student who would call my mom at the end of the day and tell her if I had a really good lesson or if I did something that she really liked. And it was such a cool experience because my student wanted me to have the same reward and feeling that she experienced.\u201d<\/p>\n\n\n\n

Jacob: \u201cMy friend and colleague here, Kailey, is tearing up. What a touching share.\u201d<\/p>\n\n\n\n

Kailey: \u201cOh my god, that is the sweetest thing. […] I think these kids are going to heal us, y\u2019all.\u201d<\/p>\n\n\n\n

What\u2019s in your teaching cabinet?<\/h2>\n\n\n\n

For Shelby, a high school English teacher in Decatur, Georgia, playing dress-up can actually be a powerful learning activity. That\u2019s why she keeps several large Tupperware containers in her classroom fully stocked with costumes.<\/p>\n\n\n\n

\u201cNo matter what the age, my students constantly ask for me to pull [the costumes] out,\u201d she says. \u201cWe play all kinds of games with them. Even in my international baccalaureate<\/a> classes, we do various charade games. [\u2026] We might do skits, and the seniors might be studying different rhetorical devices.\u201d<\/p>\n\n\n\n

Kailey: \u201cYou\u2019re a legend! [\u2026] Costumes are truly a liberating device.\u201d<\/p>\n\n\n\n

Jacob: \u201cThis is student engagement personified.\u201d<\/p>\n\n\n\n

Over in Jefferson County, Kentucky, Sarah keeps morning choice boxes in her cabinet, which allow her students to start their school day by essentially choosing their own adventure, whether it\u2019s coloring, working with Legos, or playing math games.<\/p>\n\n\n\n

\u201cThey got to make that choice first thing in the morning about what they were going to do,\u201d Sarah explains. \u201cAnd it really helped with self-monitoring<\/a> in my class. [\u2026] Some of the best learning came from those experiences because getting to see my kids come in and say, \u2018You know what? I had a really hard morning. I need to take some time by myself, or I learned a new game, or that friend has Uno and I want to play with them.\u2019 It really helped our environment.\u201d<\/p>\n\n\n\n

Kailey reacts: \u201cThat is huge. [\u2026] Kids are relaxed when they know they get to make a choice.\u201d<\/p>\n\n\n\n

Jacob reacts: \u201cI think this is a really novel and ingenious way to keep kids engaged and start their day off right.\u201d<\/p>\n\n\n\n

Favorite use for Post-it notes?<\/h2>\n\n\n\n

Back to Shelby in Decatur: \u201cMy favorite use for Post-it notes goes back to my very first year of teaching. [\u2026] Whenever we have our parent open house night, I like to put Post-it notes and markers all around the room and I ask parents to leave a note for their student. [\u2026] When the students come back to my classroom the next day, they\u2019re always just so touched by their notes. [\u2026] I think it\u2019s a way for students to feel like their parent is in the room and a part of their experience in the classroom.<\/p>\n\n\n\n

Jacob: \u201cShelby, that\u2019s just beautiful. [\u2026] It\u2019s about being cared for. It\u2019s about being seen.\u201d<\/p>\n\n\n\n

Kailey: \u201cAnd realizing that school is not a pause on your life; school is part of your life.\u201d<\/p>\n\n\n\n

For Sarah in Kentucky, Post-its are her go-to tool for an activity she calls the \u201c30-second speech.\u201d She explains: \u201cYou can give kiddos a Post-it upside down and when they flip it over, they reveal a word and they have to instantly give a 30-second speech about it. And this could be something really funny and silly. They have to become the expert. So, let\u2019s say maybe they flip over the Post-it and they have the word \u2018alligator\u2019 and they have to come up with a 30-second speech on the spot [explaining] why an alligator is the worst pet or why alligators are the best animal.\u201d<\/p>\n\n\n\n

Kailey: \u201cYou\u2019re a freaking genius. I don\u2019t even know what to say.\u201d<\/p>\n\n\n\n

Jacob: \u201cThe thing that I love about this is\u2014what a disarming way to help deal with one of humanity\u2019s biggest nervous things: public speaking<\/a>.\u201d<\/p>\n\n\n\n

(For more great Post-it ideas, check out this episode of The Continuing Educator<\/em>: \u201cFuzzy feelings and wardrobe malfunctions.\u201d<\/a>)<\/p>\n\n\n\n

Best compliment?<\/h2>\n\n\n\n

The podcast audience also had plenty to say about the best compliments they\u2019ve received at school, whether from adults or from students. Tanji kicked off this part of the show by recalling the time a parent told her that their child\u2019s reading growth<\/a> had really taken off under her instruction.<\/p>\n\n\n\n

\u201cTo know that I\u2019ve been part of bringing the love, the joy, and the ability to read to a student\u2026 That\u2019s always going to be one of the biggest compliments I can ever get from a parent about their student,\u201d she says.<\/p>\n\n\n\n

Jacob: \u201cTanji, I just have to applaud you. [\u2026] I think a lot of times teaching can seem like rowing a small boat across the ocean for a long time. You lose perspective. […] But you\u2019re really getting somewhere.\u201d<\/p>\n\n\n\n

Kailey: \u201cTeaching, I often say, is the highest highs and the absolute lowest lows. That moment of being told that you have impacted a child’s ability to read [is] huge<\/em>. Like, that\u2019s enormous.\u201d<\/p>\n\n\n\n

Want to hear more?<\/h2>\n\n\n\n

If you\u2019ve enjoyed hearing these reflections from listeners of the Continuing Educator<\/em> podcast, there\u2019s more to discover. Listen to the podcast episode<\/a> for more useful tips, meaningful stories, and interesting ideas for new classroom tools.<\/p>\n","protected":false},"excerpt":{"rendered":"

Back in May, the Continuing Educator podcast wrapped up its season with a special episode highlighting success stories, novel teaching ideas, and fun memories shared by podcast […]<\/p>\n","protected":false},"author":171,"featured_media":21816,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_metadesc":"Kailey Rhodes and Jacob Bruno hear from listeners about their favorite classroom tools in the NWEA podcast The Continuing Educator.","footnotes":""},"categories":[1],"tags":[619],"grade_level":[],"product":[],"theme":[],"coauthors":[{"id":171,"name":"Jonathan Fine","link":"https:\/\/www.nwea.org\/blog\/author\/jfine\/","avatar_urls":{"24":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","48":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","96":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif"}}],"acf":[],"yoast_head":"\nTeachers talk about their favorite classroom tools - Teach. 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