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Assessment Education Teaching Tuesday Teaching Tip

Choice in the Classroom: 4 Ways to Give Students Agency

I recently was able to attend an incredible conference in Berwyn IL school district 100. Their iEngage conference featured a site visit to classrooms full of student-centered learning. And it also featured one of my favorite tech speakers, Jennie Magiera. Jennie spent one of her sessions talking about the need to incorporate Play and Choice into our teaching. You can see a great Sketch Note of this session here.

Recently I’ve been in a reading desert, but when I do read, it’s been in the pop sociology/psychology genre, making my sociology teachers from college proud, I hope. (I know I’m not the only one still paying back all those students loans after graduating college with a sociology degree.)

One of my favorites in this genre is Daniel Pink’s DRIVE. The book is all about what motivates us to act. And Jennie’s words reminded me that one of the key motivators that Pink talks about is choice. In his book, Pink gives four ways that you can give choice, and he does it alliteratively, so I thought I’d share those with you, with examples of teachers have used each one.

1.) A Choice of Task

This one can be tricky, if you’re trying to make sure everyone is learning the same ideas. However, there are some great strategies to make it happen. In one class I recently visited, the teacher gave the students a list of fifteen math problems. The students got to choose two problems to solve. They were then able to choose their technique for solving the problem (#4).

Within an ELA classroom, the choice of task could be as easy as choosing which book to read. Or as involved as choosing a social issue, researching it, and coming up with a project to influence change, as was done in another classroom I visited. Some students chose to write letters to politicians. Another chose to do a poster campaign to stop bullying within the school.

At another conference I went to, two teachers presented about giving students 20% time like Google does. This incorporates a lot of the 4 T’s, but the basic gist is that for an hour every week students are able to choose the project they’d like to work on. One student learned how to code and designed their own website. Check out this video about Genius Hour. (And maybe you only can have Genius 5 minutes, but how great will those 5 minutes be?!?!)

(Whew, I can’t watch this video without getting teary and excited.)

2.) A Choice of Time

How much time will the project take? When is the project due? Several teachers I work with let students set the due date for their projects (within reason). They can create the timeline for when certain components will be completed. For big projects, one teacher posts a calendar in her room and students sign up for the day they’d like to present or the day their project will be complete.

If you have technology in your classroom, creating a shared calendar between you and your students can help facilitate this.

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For tasks like cleaning up or organization, asking students how long they think it will take and giving them the autonomy to decide how much time they have can change whining and complaining and stomping feet (just me??) into a game. how long will it take

3.) A Choice of Team

look you give friend

This one is easy–give students a chance to choose which people they get to work alongside, or if they want to work alone. I saw one teacher have a “mix and mingle” and students got to walk around until they’d found their team. Another teacher used a shared google doc with two columns, and students could sign up and someone else could sign up to be their partner.

Or maybe your students are more like me, preferring to work solo if that is an option.

If you want some more ideas about grouping students, check out this great article from Genia Connell about ways she helps students get into groups. One of her ideas is to put different students on speed dial! Then she can say, “Go to your speed-dial 1 partners” and students pair up with the person they chose in space 1.

speed dial 1

4.) A Choice of Technique

The last is to give students a choice of how they complete their work. I think there are so many ways that this can be done, but I’ll name a few. When I observed the student I talked about above complete his math problems that he chose, the second part of the assignment was to explain how he solved it. He was able to choose how he explained his answer to his teacher. He chose to make a video with Photo Booth, but other students made a slide show, one student was using Explain Everything to do a screencast, and still other students were writing out their thinking. The key was that each student was able to chose themselves how they wanted to do the work.

student photobooth

Other ways to include choice of technique is by incorporating choice boards. Kasey Bell of Shake Up Learning has some great resources for differentiating based on learning menus and tic-tac-toe boards. She even provides templates! Teachers design the boards so that the students have to make tic-tac-toe, but no matter which way they do it, they will be getting a chance to get some content input, and then given a chance to demonstrate content mastery. Not only can the student choose how to make tic-tac-toe, but they are also able to have choice about how they want to show they’ve understood the concept. (Seriously, check out her site, it’s full of great stuff.)

When I think about it, a lot of jobs are easier if I get to choose the technique I want to use. Cleaning isn’t my favorite thing, but if I get to use really nice cleaning cloth and good smelling spray, suddenly I’m willing to wash windows! I know one teacher lets her students choose the kind of writing utensils they use. It does mean she gets some work turned in completed in highlighter, but the students were excited to do the work!

It’s not surprising that CHOICE is such a powerful tool for teaching, and it’s not hard to make small changes to make sure students (or teachers) are able to have agency and voice in the learning process.

Comment below with any pictures or ideas you’ve used or seen used in classrooms! (If you want more info about Drive and Daniel Pink, check out this great RSA Animations video of the key ideas in the book. So worth the time!)

Assessment Education PARENTING READING Teaching Tuesday Teaching Tip WRITING

April is National Poetry Month – Celebrate!

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“Poetry is everywhere – it just needs editing.”        –James Tate

I have had a heck of a time writing this week’s teaching tip.  I had it planned out in my head (sort of) and had begun to collect resources to support teaching that centered around National Poetry Month.  And then I wrote a first draft – it took me nearly 6 hours to write and reflected my ADD.  And, as Rachel kindly and gently noted, “it was pretty long and maybe we needed to divide it into 3 parts.”  In truth, it was not only long, but it was everywhere.  And it needed a lot of editing.  James Tate’s quote about poetry is making me feel a little bit better about it.

So this week’s teaching tip is #1 in a series about teaching poetry, with a focus on “go to” resources for your classroom (or at home) to plan at least a little bit ahead for a month of poetry everywhere.  And parents?  There are some poetry ideas in here for you as well!

April is the perfect time to celebrate American Poets and Poetry!  It has been a long winter and celebrations are great ways to rejuvenate weary students and teachers.  There are countless ways to celebrate:  Collect and read poetry, respond to poetry in writing or art, write poetry or perform poetry.  You can write to poets.  You can make recordings of kids reading poetry.

Poetry is my favorite genre to teach: it teaches kids about good writing, the crucial importance of language, and how to read and think critically and carefully. Moreover, poetry gives kids the opportunity to reflect on the people they are and the world they inhabit, and to imagine the people they wish to be and the world they hope to create.  Remember: Poetry is a worthwhile genre across the academic spectrum: Language Arts (reading and writing), STEM, Social Science and Performing Arts.  


Click on the underlined links to check out these resources firsthand to create poetry units or to weave into previously planned lessons:

The American Academy of Poetspoets.org

This is the place to go for poems, interdisciplinary lessons (many aligned with the common core standards) to teach poetry, and ideas for celebrating poetry in your school or classroom.  Click on the “For Educators” menu to find tips for teaching poetry, poetry resources for teens, curriculum and lesson plans, great poems to teach, essays on teaching, and a teacher resources center.  Check out The Listening Booth.  Other highlights include:

  • 30 ways to celebrate National Poetry MonthTons of ideas to weave into your classroom or school or at home to celebrate poetry!  Put poetry in an unexpected place!  Write a letter to a poet!
  • A POEM IN YOUR POCKET: Share a poem with everyone you meet on “National Poem in Your Pocket Day” which is Thursday, April 24, 2014.  Select a poem or compose an original work and carry it with you in your pocket all day, sharing the poem and the fun of National Poetry Month wherever you go. The site has poems to download (.pdf format) ready to share in your classroom or school or with your friends and neighbors.
  • The 2014 Poet-to-Poet Project:  This is a special multimedia educational project for students in grades 3-12 to write poems in response to the poems of living poets (classrooms can watch YouTube videos of the poets reading and explaining the creation of their poem) and send them to the American Academy of Poets.  Students have until April 30, 2014 to submit their poems. The American Academy of Poets worked with a curriculum specialist to design a series of standards – based lesson plans, with Science connections, together with activities and resources to support students who participate in this project:
  • The Literature of War (Grades 10-12)Students develop a poetic vocabulary and pursue an examination of the effects of war on those involved in the fighting and those they leave behind, moving chronologically through time.  The unit concludes by looking at the world’s most recent acts of war, the effects and ramifications of the events on and following September 11, through the reading of poems written since that date. As a culminating activity, students are asked to respond with a poem of their own that they illustrate with relevant images found on the web.

Poetry-Foundation-Logo-horizThe Poetry Foundation

This is an awesome website with thousands of poems and short bios of poets.  It is easily searchable for specifics.  It also has a wide variety of resources with ideas for teaching poetry across the spectrum:

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Poetry Out Loud

The National Endowment for the Arts and the Poetry Foundation partnered with U.S. state arts agencies to support Poetry Out Loud, a contest that encourages the nation’s youth to learn about great poetry through memorization and recitation. This program helps students master public speaking skills, build self-confidence, and learn about their literary heritage.  The site has suggested lessons and class schedules.

Although the official contest is designed for high schoolers, the materials could be adapted for classroom use in younger grades.  Here is a link to a downloadable .pdf of the 2014 Poetry Out Loud Teacher’s Guide.


PBS NewsHour Poetry Page

A compendium of PBS features on contemporary poets and poetry that might be relevant to the previously planned lessons you are teaching in your classroom (a simple way to weave poetry celebration into your current instruction).   

In particular, take a look at the project of the current Poet Laureate, Natasha Tretheway, called “Where Poetry Lives, “which focuses on “issues that matter to Americans through the framework of poetry.”  Some interesting pieces for parents and teachers alike that are certain to generate meaningful discussion.


ReadWriteThink

A comprehensive list of resources and ideas for lesson plans and assessments focused on National Poetry Month.

 

shel silversteinShel Silverstein

This page contains teaching and learning materials using the poetry of the late, but forever beloved children’s poet Shel Silverstein.  Who doesn’t love The Giving Tree? Here is a  link to the downloadable .pdf of Shelebrate National Poetry Month 2012, which is representative of the engaging curriculum found on this website.  Shel’s poems are accessible, meaningful and so much fun.  Parents should  might want to check out Shel’s website to access Shel’s poetry (samples), animations and activities and for a list of his poetry books.


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NY Times Learning Network

Here are thirty, easy, quick and engaging ideas for ways to respond to and appreciate,  create,  and perform poetry, all with connections to the larger world.  With links to specific teaching resources.  Designed with teachers in mind!

 

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The Poetry Archive

I couldn’t leave this site off this list even though it seems to be a UK site.  It contains a wealth of materials about poems, poets and the art of poetry,  with online recordings of poets from around the world reading their own work.  There is a menu of teacher resources with materials for teaching students at all ages starting at age 5, with ideas about how to incorporate listening into a lesson.  It also houses “The Children’s Poetry Archive” which allows a search by “poetic form.”   Here are some Tips for getting the best out of the Archive.


More next week!

-KarenDSC02405

Assessment Education PARENTING Teaching

Bubble, Bubble, Toil & Trouble…

TEST CAULDRON

So…I’m weighing in. On the bubbles. And the #2 pencils.  My views on this exercise in futility are in line with Rachel’s (not much of a surprise, I know).  Two weeks of ISAT testing (the Illinois version of standardized tests, known as THE TEST in Chicago) is mind numbing, frustrating, exhausting.   But , in truth, I am growing a bit weary of the constant critique of standardized testing without an equivalent effort towards generating viable alternatives for measuring student learning and teacher accountability.

But I suppose we need to figure out what’s broke in order to fix it.  So here’s what I think about the bubbles.

THE TEST pisses me off.  Just so you know where I stand.

I’m praying my former students don’t read this, because my opinion doesn’t jive with my words…the words I began to utter roughly 2 years into teaching:

“This is important because it will be on THE TEST.”  

All eyes would turn toward me, albeit briefly, and a hush would fall over the room. And I would feel HORRIBLE, and I would think, “I have become a bad teacher.”  In truth,  I used THE TEST ploy more often than I care to admit.  I had learned that my students (and their parents) had been conditioned to believe that the ONLY things we learned that were important were those that were on THE TEST.  And sometimes, I wasn’t sure if the problem we were solving or what we were learning or working on together would actually be on THE TEST  But I said it anyway, because I knew, sadly,  that THE TEST would clothe the concept or skill with gravity and importance in my student’s eyes.

I had approached teaching with the idea that THE TESTwas not supposed to be the focus – authentic learning and teaching intermingled with social justice – that was the focus. I figured if I developed and effectively taught engaging and meaningful curriculum that covered the state learning standards (Yes, I kept a checklist), my kids would perform well on the state tests.  My own assessments (formal and informal) would tell me if the kids were getting what I was teaching.  Assessment is an integral component of instruction.

angif-bean-counter

But then, the bean counters showed up, claiming to be able to NUMERICALLY QUANTIFY what my kids were learning and how well I was teaching (Ah, yes: ADDED VALUE) and whether my school was worth keeping open.  Okay, the bean counters were there when I started teaching in 2005,  but somehow, their voices grew LOUDER and their power and influence seemed much greater as the years passed.  I think it was because they were shouting at the top of their lungs:  ‘DATA DRIVEN INSTRUCTION!’ Which means many things to many people.

Over, time, It became impossible for me to shut them out.  Especially when the fate of our school (probation? closure?) was ruled by the counters, the beans (the data or test results) and how, exactly, they were counted (or construed).

Duncan Youngkids

So meeting after meeting, teachers and administrators pored over and disaggregated data (mind you, it was 6 months old). We were precise – we were going to use this data to increase profits – whoops – raise achievement by analyzing this data and build – whoops – target instruction for each and every widget – whoops – student.

I BEGAN TO HATE DATA. In truth, it doesn’t tell you a damn thing about the students, their real progress or their potential.  Generally, it never takes into account who these kids are or where they’ve been academically or emotionally.  In my experience, THE DATA overall lacks context.

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But I succumbed to the pressure to “get my kids ready” for the state test by dutifully using the “interim assessments”  doled out by the district  which would ensure we would get our kids on track to do well on the test.  Never mind that these interim assessments were not, in educational parlance, “aligned” with what I had been teaching in my classroom.  The results of these assessments: more DATA.

overtest

In a flash, we were assessing kids monthly, sometimes weekly. Bell-ringer math tests that were reviewed by the administration to assess student recall of math facts.  Dragging students to the computer lab (which was almost never available otherwise) to complete ridiculous assessments:  long, contrived reading passages followed by multiple choice questions.  Practice, Practice, Practice.  My 8th grade boys one year figured out that if they answered the questions for a passage INCORRECTLY, the test ended.  And yes, they knew what they were doing. Suddenly, kids who were reading at or above grade level seemed barely literate. I was chastised (not by my students) for not emphasizing the importance of the so-called interim assessment. It was my job to sell it to them.

And all I kept thinking was just how smart and clever those guys were for thinking outside the bubble.

Standard-Tests

Standardized testing with high stakes (the fate of students, schools and teachers) is, in my view, preposterous and extravagant.  And yet, we continue to engage in this exercise year after year in our public schools, with a perplexing emphasis on those schools where student populations live in poverty and amidst life-threatening violence.

Yes, it is essential to know what our kids know and don’t know after a year of instruction (although ISAT tests were administered with roughly A THIRD of the school year remaining). Sure, it is important to objectively assess kids and examine the data in a timely fashion to see if they are learning  what we are teaching – and so we can figure out what to do when they are not learning.

BUT should a school’s future – a kid’s future – really ride on how well they perform on a multiple choice test on a given day?  How reliable is this data? How timely is this data?   What does this data tell teachers?  Administrators?  Especially after it is massaged by the bean counters and provided to teachers months later, and sometimes well into the following school year.  THIS TYPE OF DATA – FOR TEACHERS – IS OF LITTLE VALUE.

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The most recent numbers I can find reveal that the U.S. spends about $1.7 billion every year on standardized testing. A lot of beans.  But the overall “costs” are actually much higher.  Last week, the Washington post published a piece that listed 13 ways high-stakes standardized tests hurt students (click here to read it). Here are my personal top five intangible costs of standardized tests:

  1. Loss of Instructional Time: Assessment and prep take time out of the learning day.  No way around it.  The minutes beforehand to get our kids to focus on the assessment and the minutes after to get them to regroup after intense concentration.  Valuable time.  I’m not talking about classroom assessments – I’m talking about the standardized test assessment practice to “gauge” levels of performance.  Oh – and generally, state assessments eat up at least a full week of instruction. No, I’m not kidding.  Even allowing restroom access is a big deal during state testing.  And as Rachel points out, our neediest kids who are pulled out for one-on-one time for learning and social/emotional support are neglected during these testing days (often because the specialist teachers who are pulling students out are proctoring tests).
  2. A Narrow Focus: As I mentioned above, my students had previously determined that if it wasn’t on the test, it wasn’t worth spending time on.  I did my best to dissuade them and worked to keep them curious, applauded their questions, and celebrated their learning successes – with the purpose of cultivating life-long learners.  Filling in bubbles is boring, after the initial adrenalin rush (kids are naturally competitive for the most part).  I think it is our job as educators to reward curiosity and awaken the imagination of our kids. An overemphasis on multiple choice tests requires our students to think in, rather than outside of, the box (or bubble).
  3. Increased Stress : The pressure on students is ENORMOUS.  They are carrying the weight of their own future (“Will I meet standards?  I better exceed standards!”) and often the fate of their schools and teachers. I’ve written about my kids who throw up, cry uncontrollably, or start a fight to get out of the testing room.  Anxiety is high because it should be.  The test matters.  And for kids who are living and surviving in high stress homes and neighborhoods, the test can be the straw that breaks the camel’s back.
  4. Internalized Failure:  NEWS ALERT:  NOT EVERY STUDENT WILL MEET STANDARDS BECAUSE OF THE NATURE OF THE TEST ITSELF.  In Illinois, the test is a combination of norm-referenced and criterion- referenced items (ISAT 2013 guide) which are used in a mysterious formula (guarded like the gold in Fort Knox) to determine whether students “meet” standards.  Norm-referenced tests are comparative (comparing the test taker to a group of peers) and thus a certain portion of students will fall at the lower end of the bell curve (failing to “meet” standards).  I’ve often wondered who this group of peers might be when testing inner-city kids. As Rachel noted, the test passages can be pretty white, with middle-class scenarios.  My favorite one had an illustration of a camper and a campfire and one of my students was concerned about why people were living in a bus in the forest.  I made a note of going over campers the following year when I was getting my students prepared for the test.  I have digressed.  My point is this: some students will always struggle and after failing to “meet” standards in 3rd and 4th grade, well, they give up. It takes a lot of coaxing and cajoling to get some kids to even fill in the bubbles on the test.  Kids who think they are academic failures are generally the kids we lose by the time they get to high school.  
  5. The Numbers Game: It takes a while for test scores to be calculated and calibrated.  Really?  Don’t let anyone kid you about the ease of standardized test scoring.  They don’t just run these scoring sheets through a machine and spit out the scores.  These beans are so important (in terms of education dollars) that districts spend months analyzing the outcomes and work to produce the best possible outcomes (eliminating test items, etc.).  Also, schools get points for kids who meet standards and extra points for kids who exceed standards.  Except, much of the time, administrators who are pressured heavily from above, push teachers to focus on the groups they can “move.”  If kids are certain to be below standards, they can be gently set to the side while we work on beefing up the scores of other kids.  This is not education.  This is not Social Justice.  It’s a racket.

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Here’s an interesting pro/con standardized testing discussion to look at BOTH SIDES of the debate: Testing Arguments if you aren’t sure where you stand on the issue.  Me? You know where I stand. A system of bubbles is fraught with trouble.

I think it is time to turn the energy away from the debate and toward a solution: an authentic system of teaching and learning accountability developed at the school level.  Let’s stop trying to create widgets and, instead, work to foster thoughtful thinkers, mindful humans and world changers.

-Karen261755_10150290602379874_2436766_n - Version 2

Assessment Education fathering mothering PARENTING Teaching Tuesday Teaching Tip

De-Stress THE TEST!

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So, the time for standardized testing has nearly arrived.  Kids across the country will soon spend hours carefully filling in bubbles with #2 pencils, or writing essays in response to a specific prompt, or writing out a specific explanation of the steps and calculations used to solve a math problem. Despite all the teaching and learning that took place in the days before, together with the constant and sometimes frantic test prep, this is a stressful time for families of students and teachers, for teachers and, primarily, for students.

This week’s teaching tip focuses on ways to de-stress the classroom and keep students motivated.  It also includes some ideas to help families and kids handle the stress of testing days.

calvindonttestwell

Helping the Classroom Community “Chill”

The kids know the test is important – to them, to their teachers, and to their school.  They’ve been working steadily and often by the first day of testing, they are apprehensive and anxious.  And for good reason:  everyone has been telling them (for months!) that they MUST “do their best on the test.”  A good dose of adrenalin might help kids focus, but true worry and fear can block the ability to think clearly and rationally.

There’s nothing like having a kid enter the classroom and vomit all over her desk because of nervous agitation.  Not an auspicious start to bubbling in the circles for anyone in that classroom.

overtest

Here is a list of ideas to help your students keep it together so that they can deal with the unavoidable stress of high-stakes testing:

The Power of Positive Thinking:  Students, no matter where they fall in terms of quartiles, should believe in their ability to perform on the test. Teachers, you’ve prepared your students.  Parents, you’ve helped your kids with homework all year.  The week before the test, it is time to talk about the worry and then throw it out the window.  Let them know you believe in them and their ability.  Remind them that you’ve been working to reach this point all year – there is nothing to worry about. And remind them, it’s about the learning.  Period.  Tests tell us what we know, what we don’t know and what we still need to learn.  That’s it.

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Empowering Pre-Test Activities:  Our students are so resourceful and so darn clever.  To empower them, which in turn will help them manage their stress levels, two days before testing give them a fun task to create in collaborative groups.  There is so much “shhhh” on test days – let them use this pre-test time to engage and talk together while working.  Some ideas of collaborative projects which can be adapted easily to your classroom or school needs:

  • Create a video: Students can rewrite the lyrics of a popular, upbeat song and then record themselves performing it. Some schools have gone so far as making a school-wide video: Test Taker Face  and Hunger Games: Testing Version.  Post on your school’s website.
  • Share test-taking strategies with a partner classroom:  Partner with a teacher of a different grade and have the older students mentor the younger students on test taking strategies and advice.  Empowers all ages and builds school community.
  • Poetry and Posters:  Students could partner or work in small groups to create poetry about testing and then publishing the work in a poster to be displayed on a school bulletin board.
  • School-wide Pep Rally: Watch your video(s) at the school-wide rally where kids have a poetry jam using the poetry they’ve written or give motivational speeches on rocking the test and the principal tells all students that he/she knows they all will do well.  Not too preachy – just fun.
  • Mindfulness Practice:  Work  together as a classroom community on breathing exercises and even some guided meditation a couple of days beforehand and then on the day of the test to help students be centered and focused.  Here’s a link to a blog called “Kid’s Relaxation” with short guided meditation scripts free of charge.

Standardized Tests

The Powerful Parent Connection Enlist your parents – they want to help.  A couple of months before testing, after being besieged by moms and dads who wanted to know how to get their children ready for the test, we sent home this letter: Parent Test Prep Letter.  It gave them some ideas for supporting kids during the months  prior to the test.  A couple of days before the test, send your parents a letter reminding them of the testing window, encouraging them to get their kids to bed early (importance of a good night’s rest), stating the need for a good breakfast (but not too heavy), and stressing the importance of arriving at school on time.

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Test Day Decompressors:  Here is a list of some potential supports for the days you actually test:

  • Distribute sport-sized water bottles and mints to each student to have on hand during the test (peppermint may stimulate brain activity).  
  • Some classrooms may respond to tapes of ocean waves or other natural sounds (I would avoid running water as that might increase trips to the bathroom).  
  • Use Guided Meditation, Breathing and Stretching Exercises (see above and our prior post on yoga in the classroom)worry stones
  • Present Worry Stones: I used worry stones in my classroom and would distribute them to my students prior to the start of the test as part of a mindfulness routine and to help ease the tension in the room.  I would use smooth stones or jewels from the dollar store or target and wrap them with a card that had a worry stone saying on one side and an encouraging personal note to each student on the other.  You can also make your own stones using clay as shown here.  Here’s a template of the poem I used: Worry Stone Poem.  I explained that if you hold a worry stone between  the index finger and thumb, rubbing them is believed to lessen one’s worries.  This action is a stim which usually creates feelings of calmness, reduces stress levels and encourages focus during testing.  My students loved the ritual around the worry stones (I solemnly passed them out to each student the first day of testing) and some of the younger kids who came into my class the following year asked for them prior to testing. Here’s a great read-aloud to use prior to testing:worry stone
  • Have on hand Relaxing stuff to do after the test but before everyone else is finished:  Coloring sheets (Mandalas), crossword puzzles, word searches, and glyphs are great options.  Materials should be organized and handy so that there is minimal movement in the classroom while other kids are finishing up testing.  I found that these activities were soothing and calming, especially coloring!
  • Don’t forget the SNACKS/TREATS as a pre-test AND post-test incentive!  Take a look at these really cute ideas for testing treats and explore Pinterest for others.  Here are photos of a couple of other ideas: 
      test day incentive2Test day incentive

A Final Note to Familes and Friends of Teachers:  Testing days are stressful for students and for teachers.  It might be a good time to nurture the teacher in your life:  Bring over a casserole, a $5 Starbucks card, walk the dog or write an inspiring note.  I had a dear friend who made me an inspirational quote a day countdown where I flipped through a stack of cheerful notecards with thoughtful sayings each day.  You can bring over a great book to read (a page turner, nothing to do with teaching) or offer to walk with him or her after school as they decompress and listen as they process their day.  Grab a movie from Redbox and drop it off with some microwave popcorn.   Or better yet, treat your favorite teacher to a yoga class!

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De-stress and Namaste.

261755_10150290602379874_2436766_n - Version 2Karen

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