Really deep thoughts on (almost) finishing the year

*How are so many of you on summer break ALREADY? Who the heck lets out before Memorial Day? Stop posting about all the free time you've got now. I'll return the favor for late-enders after next Friday when our countdown is finally over.

*Why can't we use the abbreviation CR for Cumulative Records? Using the first three letters of 'cumulative' (not capitalized, natch) in written correspondence with staff is more than a bit uncomfortable and always makes someone snicker. Not me. Someone.

*CRs (yeah, I'm totally going with that, or my blog hits will triple with people looking for something else) are one of my least favorite parts of the year's end. If all the teachers have to organize the files every year (AND have them checked by a grade chair), how can EVERY folder have papers out of order? And does it even matter?

*I'm finding it impossible not to tack 'since August' onto the end of every answer I give students about procedures. "We push our chairs in after we line up, like we've done every day SINCE AUGUST. I'm looking to see who remembered to write their last name on their paper, like I've shown you SINCE AUGUST. You don't know where to put your folder? The same place you've kept it SINCE AUGUST." The fact that I've written a book instructing teachers not to say this only makes me want to say it more.

*I didn't go on Twitter for an entire week (and haven't been reading it much this past week, either) simply because I don't feel like thinking about school in my free time. The education-related links and ideas I relished last month have become an unwelcome distraction from obsessing over centerpieces, tiaras, and all things wedding. I'm kinda over school right now, period. The fact that you're only skimming through the ed blogs in your feed reader today proves you feel the same way (yes, I see you, and I'm not insulted).

*A student bragged to me, "Ms. Powell, I've been telling allllll the second graders how fun your class is, and now they all want you as their teacher next year." Thanks, kid, but can you spread the word selectively? And I've already turned in report cards, so nice try.

Where are you at in the countdown? Are you still hanging in there or totally over it?

Product Review: Conquer the times tables in just 3 weeks!

That's the promise of the Rhymes 'n' Times program, which I discovered in the vendor's exhibition hall at the ASCD conference. The box claims that children will learn ALL the multiplication facts in three weeks (or addition/subtraction/division facts, based on the kit you purchase). The program design is multi-sensory, an approach I deeply believe in and found lacking in my current multiplication instruction. I'd taught my third graders strategies for solving multiplication problems (such as making tally marks and using repeated addition), so they understood the meaning of the operation and could find the right answers most of the time...but the real problem was how painfully long it took the kids to get there. I'd tried contests, flashcards, computer games, a multiplication rap CD...yet the majority of my kids just hadn't memorized the facts. Rhymes 'n' Times has a money-back guarantee, so I asked for a purchase order for the $439.94 kit along with an explanation that I planned to use the kit, review it on my blog, and send it back (which, unfortunately, cost me $15 since there was no return-postage label).


When the box arrived, my co-worker and I eagerly unpacked it. Then we stood there scratching our heads and staring at the materials for a good fifteen minutes before we figured out how the program works. The lesson plan guide was extremely hard to figure out, at least for us, and there was no script to read "word for word", as indicated on the website. Although there is an instructions page, it's overly simplified and didn't make much sense. At the beginning, someone should have written a basic synopsis, such as:

You will typically teach two facts per lesson. [This is not the usual approach, and was difficult to ascertain from looking through the materials.] On other days, you will teach tricks for memorizing specific fact tables. Here is a list of which facts/tables you will teach each day. In every lesson, children will complete a hands-on group activity called a task, do one practice sheet for homework called a homer, and then a review sheet called a scooter the next day before the start of your lesson. On Fridays, a test called a ripper will be administered. The activities will take about twenty minutes of instructional time per day.

Except, the lessons DON'T take twenty minutes per day--some we finished in five minutes, others took forty-five. Time frames are not included in the lessons, which makes planning and managing time very difficult.


The other major problem is that it takes nearly FOUR REAMS of paper to make the photocopies for 3 week's worth of activities. Not to mention that the worksheet book is spiral bound, so I had to stand over a copier for an hour just to make a single copy of each page. If they had included the worksheets in loose-leaf form, I could have put them in the feeder and walked away. Argh.

So my enthusiasm was dampened by the time I introduced the program to the class, but I hid my irritation and made a Huge Big Deal about how cool Rhymes 'n' Times was. I explained that we would be reviewing a product that claimed to teach them the times tables in three weeks, and that it was their job to decide how well they liked it and how well it worked. Interest levels were high, and when I showed the massive amount of colorful and exciting manipulatives, the kids were hooked.

The program was a lot of fun, and the manipulatives were a great visual/kinesthetic tie-in. The rhymes were catchy, and the tricks for solving the tables were wonderful (I'd never heard of the 11's or 12's trick). However, the program's timetable (no pun intended) was overly ambitious: expecting kids to learn ALL of the 0,1,2,and 5 tables in one lesson and ALL of the 10,11, and 12 in another lesson was completely unreasonable.

And that's especially true since the program does not include a review of the rhymes already learned: students say a rhyme ten times that first day, and never go back to it again. That might be the biggest drawback of this program: brain research tells us that there must be repeated practice for information to be retained. Although the kids did have many opportunities to practice the FACTS via worksheets, doing so without practicing the RHYMES defeats the point. After a day or two, the kids simply didn't remember 7x7 bugs in a line/creeping and crawling--all 49 and went back to their ridiculous tally marking. There should be a time at the beginning of each lesson in which all rhymes and tricks are reviewed (maybe in a song) along with some activities that reinforce rhyme memorization (such as fill-in-the-blank worksheets and call-and-response games).


Did the kids enjoy it? Yes. Did it help them? Yes. The class average on the pre-test went from 86% correct to 95% correct. But whether you consider the Rhymes 'n' Times program to be effective will be based largely on your definition of effectiveness. The pre- and post- tests are not timed, so as long as students get the answers right, they're considered 'passing'. However, that does NOT indicate to me that the kids KNOW their facts, it means they know how to solve a multiplication problem using previously-taught strategies (hello, tallies). The fourth grade teachers will be jumping for joy when it takes three hours for kids to solve 425 x 28.

So of course I chose to time my kids, and it's ironic that the time element was where I saw the most impressive gains. My class' average time for solving 50 problems went from 11 min. 40 sec. to 6 min. 50 sec. That's nowhere near what it should be (2 min. 30 sec., in my opinion) but it's a heck of a big improvement. I did not see those types of gains when pre- and post-testing for the multiplication rap CD we used earlier in the year, so a) the Rhymes 'n' Times approach was more effective than the rap, and b) I don't attribute the kids' gains solely to the fact that I dedicated so much class time to multiplication instruction. There is something in the Rhymes 'n' Times approach that really resonates with children.

There's no magic fix to get kids to memorize math facts. It requires motivation, a strong memory, well-developed visualization skills, and the self-discipline to review the answers again and again. Without these skills, the times tables will never be 'conquered'. That said, Rhymes 'n' Times did have a positive impact on my students' speed and accuracy with multiplication facts.

Have any of you tried Rhymes 'n' Times? Do you agree that kids don't KNOW their facts unless they can recall them quickly, or do you feel that finding the right answer matters more than speed? How do you help students memorize math facts?

Note to Self

The BEST Teacher Message Boards

Want a lesson idea fast? Reached the end of your rope with a problematic student? Need to discuss something you can't talk about with anyone at your school? Have a fabulous idea you can't wait to share?

An easy solution is to visit an online message board for teachers. You can post a question and get an endless supply of answers. They're all free and none require any obligation of time beyond that which you want to personally invest. Most are archived and searchable, making it easy for you to read discussions. My top four recommendations are:

Teachers.Net: This might be the largest message forum for educators, with 150 niche boards on every educational topic imaginable (including one for each state, which is useful when you're looking for local advice or need opinions about teaching somewhere else). If you need a quick answer on anything, your best bet is T-Net (try the main board, which gets dozens of posts every hour). The downside? T-Net's large size means that posts are only archived for a short time. Also, there can be a negative and critical vibe since many posts are anonymous: this is especially true on the state boards on which people endlessly complain about their school districts. However, I still like T-Net because of the vast number of specialized boards and the enormous amount of teachers you can connect with quickly.

Pro Teacher: Here you'll find a streamlined system of boards with numerous active members. I discovered the site through a few of my loyal followers who frequently post on ProTeacher: I started reading their messages, and became a long-time lurker. I find the site slightly less user-friendly then some of the other boards, but the quality of posts more than compensates, and all threads are permanently archived.

AtoZTeacherStuff was the first set of message boards I used back in 2001, and I have several longtime internet buddies on AtoZ who helped me through many rough times and transitions. The site's creator, Amanda, is an amazing and resourceful woman who carefully moderates the forums and makes sure the entire website is full of useful and relevant resources for teachers. The message board archives are fully searchable, so you can find ideas on nearly any topic. Because members post personal profiles and interact regularly, there is a great sense of community at AtoZ and a positive, encouraging tone to the discussions.

The Cornerstone yGroup (Yahoo Group) is different from the other message boards because you join via email, then you choose how you want to be updated (by visiting the web page, getting a daily digest via email or an individual email every time someone posts, or getting email updates from the group's creator, which is moi). There are about 500 members right now, and I'm constantly amazed at the ideas they share. All are familiar with my website and book, so if you have questions about implementing any of The Cornerstone ideas, you can find out what works for other teachers and the modifications they've tried. I love to run new ideas by the yGroup because I know I can count on the members to point me in the right direction.

See you on the boards!

From the Mailbag: Obnoxious Co-Workers

I once had 52 third graders in my class. It was a "temporary" team-teaching situation (hah! good one) due to overcrowding, and an absolute recipe for disaster. I was new to the district, the rooms were small, and I accepted the position without having met my co-teacher. By the grace of God, she was the most accommodating and downright entertaining partner I could have imagined. That year was the most fun I'd ever had in the classroom, and I was actually sad to have my own room the following year. (That's pretty incredible for someone who likes to control the learning environment as much as I do.)

Even more miraculous is the fact that I've never had serious issues with ANY co-workers in the eight schools I've worked in: there have been difficult teachers in every school, for sure, but my grade level team has always been pretty cohesive and drama-free. Maybe my standards are low, but as long as my teammates are respectful of one another, I consider the partnership a success. I've never had to collaborate with anyone who made my life miserable due to a poor attitude and unprofessionalism.

I am aware that this is not the norm.

There's definitely been a common theme of late in both the email and blog post comments I've received: some of you are stuck with annoying, know-it-all, snobby, snitchy, lazy, and downright incompetent colleagues:

Exhibit A: "I'm on a team with a dominant teacher. I've stood up to her on behalf of my partner who was being bullied. My partner was able to get moved to another grade level, but I'm stuck next year. Any advice on dealing with an antagonistic alpha?"

Exhibit B: "Does anyone have any advice about dealing with a teammate that you feel this way about [that s/he is extremely annoying]? I tried unsuccessfully to get the principal to move me to another grade level. Arggh!"

Exhibit C: "I agree with what has been said and it's nice to know that we're not alone. I agree about the co-worker too. What can you do about that especially when you work in close proximity to them. Help!!!"

And that's the question: what CAN you do? Any suggestions for these folks who are forced to co-teach or collaborate with difficult colleagues?

Who's In Control of Your Classroom?

If your students think the answer is THEM, you might be doing something RIGHT.

Recently on the playground, a child asked to get a drink and I overheard his friend mutter, "Man, teachers get to make ALL the decisions around here." I couldn't help but laugh, but at the same time, I wondered if that child understood just how much control students have over how a classroom is run. After all, the teacher's decision whether or not to let the child go inside to the water fountain was based largely on the student's behavior: could he be trusted to walk in the hallways, refrain from splashing, and come quietly back outside?

Whether the teacher is conscious of it or not, students have a great deal of influence on how the day goes. When teachers recognize this fact, and show kids the power of their influence on how the classroom is run, a profound transformation can take place in which kids learn to self-regulate.

Here's an excerpt from my book The Cornerstone: Classroom Management That Makes Teaching More Effective, Efficient, and Enjoyable about how to make a clear connection between the way STUDENTS behave and the way YOU behave:

Students’ cooperation or lack thereof has a remarkable effect on both the direction and outcome of a lesson. The problem is that children don’t realize the power of their influence unless you point it out to them. Students must be led to understand that when they follow the rules, you smile a lot, you give them privileges and additional freedom, and you trust them with fun activities. Similarly, they must learn that when they don’t contribute to an orderly classroom, you have no choice but to pull in the reins. This must be taught EXPLICITLY at first—students do not automatically make the connection between what they do and what you do! And once you’ve taught them that their behavior affects how the classroom is run, you must reinforce this understanding throughout the day by responding CONSISTENTLY to behavioral infractions.

Teaching students about the connection between their behavior and yours is a relatively simple matter of pointing it out. When students play around while lining up, say with a disappointed face, “Well, I guess you’re not ready. Have a seat, please. When it’s quiet, I’ll line you back up again.” When students look unhappy, say, “I know, it makes me unhappy, too. I don’t want to be late for lunch, either. The people who were playing around are causing me to miss my lunch time, too! But this is what I have to do when students misbehave, because I want them to learn to make good choices.” When students do line up correctly the next time, let them see how the right decisions also influenced the way things happen in the classroom by saying, “Wow! Almost every single person got right to their spot and didn’t say a word! I’m so impressed! See how fast and easy that was? We’re actually going to have an extra minute for our lunchtime because we didn’t have to wait around on anyone!”

Another conversation I have from time to time with my kids is about their behavior during projects and hands-on activities. If they start off well, I reinforce their behavior by saying, “Teachers don’t like using manipulatives when kids play around, talk to people, ignore directions, and get lazy during clean up. Those behaviors make teachers say, forget it! But when I see you all following along with me, using the materials the right way, listening to what I’m saying…that makes me want to use manipulatives with you all of the time. The more you behave like this when we do special projects, the more projects we’ll do.”

Students need to see privileges for what they are, and work for them. But they will only put forth effort if they believe it will impact the outcome. Conversations like the ones above have a tremendous effect on my students. When I say, “Today we’re going to use fraction tiles,” immediately five or six kids say, “Oh, thank you, Ms. Powell!” The whole class sits up straight and folds their hands automatically. They know from experience that I’ll only give them a few chances before saying, “You all aren’t showing me that this is something you want to do. You’re doing your own thing and you’re not trying to learn. Please put the materials back in their bag. I’m going to give you a page in your workbook to do instead. If you are responsible with that, then maybe we’ll try again tomorrow with the manipulatives.”

When students understand that their behavior impacts the way the classroom is run, they will be more motivated to cooperate with the routines and rules you’ve put in place. They will demonstrate a more positive attitude toward you and a willingness to work together with their classmates toward a common goal. They will show gratitude for the little things you allow them to do, and will think carefully about how to show you they are responsible and ready for additional privileges.

How do you empower students to make responsible choices in the classroom? Do you have students earn the use of certain instructional strategies, and if so, do you explain that decision to students? What do you do to convince children that they have control and influence over the way they experience life each day?

The Cornerstone Accolades: April 2009

How is it time for another monthly round-up already? It feels like I just finished the last one... but maybe the time slipped by because I'm frequently recommending blog posts on Twitter. You can check out the posts I don't include here with the Accolades by visiting my Twitter page. Now, without further ado, an April collection of awesomeness from the edublogosphere:

Hyperconnected II by Teacherninja. What a perfect reflection on the topic of Web 2.0: How do we keep up with everything? The post references a number of different blogs and comments and offers some superb advice.

Tackling Testing by Betty's Blog. Betty describes watching a science teacher take test prep activities to a new level, making the activities meaningful and relevant. It's a simple description that I found inspiring and quite do-able.

If Only We Could Make Teaching More Like Coaching! by From the Trenches of Public Ed. Dennis has a gutsy assertion: "Kids who are out for a sport want to be there. I firmly believe that, at least at the high school level, school should be the same way."

Survival Kit for Teachers Looking to Relocate by So You Want to Teach?. Joel has some great tips with lots of links on topics from deciding whether to quit, to successfully interviewing for a teaching job.

If Wishes Were Attitude Adjustments by Miss Brave Teaches NYC. A brutally honest and amusing tale of two students who absolutely ruin a guided reading group.

Nuts and Bolts of the Read Aloud in My Middle School Classroom by The Reading Zone. A wonderful Q&A that is perfectly detailed and provides much-requested guidance for teachers of the upper grades.

Maybe There's Something to Darwinism After All by Assistive Principles. The author writes: "It's a terrible feeling that comes from watching young people blow off the opportunity to succeed--not miss it, but actually turn it down...".

Tricked Into Learning by Confessions of an Untenured Teacher. This post has great ideas for turning worksheets into hands-on learning activities.

The Teacher's Mission by Confident Teacher. Mr. Bibo's teaching practice is permanently changed after a trip to Mexico in which he watches children playing with rocks instead of toys.

Hope and Change by Teach on Purpose. This is a beautiful post recounting a life-changing conversation the author had with a student: "It's in those dangerously beautiful moments, when you haven't had the chance to run your politically correct filter, that you just might change a life (or lose your job--but let's stay positive on this one)."

What Do You Do to Keep Students (& You!) Focused Near the End of the School Year? by Larry Ferlazzo's Websites of the Day. Practical and useful ideas. Great post, Larry!