HIGH SCHOOL TIPS

Click on the tip listed below that you would like to learn about.

Return to Main Teaching Tips Page

Beginning of Class Behavior
From Paula Lindsay (lindsay3@bellsouth.net), a ninth grade world history teacher from Homestead High School:
"I have classes that are extremely talkative because they do not want to work. I have found that keeping a journal helps get a class on task immediately. The students know that they are to be writing in their notebooks when the bell rings or they will give me their time when the bell rings to leave. If they leave without permission, the student will be issued a detention (call home may be helpful). If detentions are not served, there will be a referral to the administration. When the bell rings, I start writing down students' names who are not on task, talking or standing.  I remind them the bell has rung and there is an objective to be copied. I call out names of the students I'm writing. Walking among them with the book also helps. The difficult part is reminding them at the end of class to stay, otherwise the students will forget or say they forget."

Return to list at top of page

Responsibility Grades
From Susan Willey (swilley@gwi.net), a teacher at Machias Memorial High School in Machias, Maine:
"An approach I use when I have a particularly unruly group is something I learned from my cooperating teacher when I was student teaching.  Students earn a responsibility grade each day in class. They start out with a 100, and can lose points (20 points per category) for such things as being disrespectful, coming to class unprepared, putting down others, not having their homework, etc.  I have a clipboard with a chart and students' names and keep a daily tally for their infractions -- I also make their responsibility grade 20% of their class grade. This system holds each student accountable for their own behavior; students who behave and do what is expected, or are responsible receive the reward of getting a 100, while those who disobey and are not responsible pay the consequence by receiving a grade reflective of their behavior. It is amazing how quickly students reform their behavior when they see me get out my clipboard! Not only is this an effective method for helping students be more responsible, it also provides documentation of the infractions they are committing to show parents, principals, etc. You must be consistent with this practice--it may take a few classes to help students 'get it', but trust me, if you stick with it, it will pay off." 

Return to list at top of page

4G Homework
From Katherine Harris (Katheri365@aol.com), a math teacher at Patrick Henry High School in Ashland, Virginia:
"Many of my students do not do their homework and believe that they ought to be able to master the material simply by coming to class. Since mathematics is not a spectator sport, this attitude leads only to poor performance and frustration. Now I assign two levels of homework - practice assignments (PA's) and graded assignments (4G's). The 4G is due the day after we have gone over the PA. True to form, few do the PA and almost all complain about the 4G insisting it is unfair for me to actually grade homework for accuracy and procedure. However, most of them actually do the 4G's and performance and grades have both improved significantly. In order to make all this paper work feasible for me, I use these guidelines for the 4G's.

1) They consist of 5-10 of the even problems in the book. The answers to the odd problems are in the back of the book so I assign these as practice assignments.
2) Students must present the work in accordance to my specifications. I find it easiest to grade if the answers are listed on the right and the supporting work is done on the left.
3) Illegible papers, papers with just answers and no supporting work, nameless papers and late papers are put in the recycling bin and not graded. 

This system has certainly helped my, 'I don't do homework because I don't think I should have to' problem."

Return to list at top of page

Checking Homework
From Jennifer Etsell (jletsell@yahoo.com), an English teacher at Northern Burlington County Regional High School in Columbus, New Jersey:
"An easy way to take attendance, check homework or check preparation is to have an 8 1/2 x 11 size of your seating chart. Print it on heavier paper like card stock. Staple or tape a write-on transparency over it. As you go row by row, or group by group, use a wet erase marker to check whether or not the students have their homework."

Return to list at top of page

Student Welcome Packets
From Vanita Vance (vvance@csisd.org), a biology/integrated physics & chemistry Teacher at A&M Consolidated High School in College Station, Texas: 
"On the first day of school, I give my students a welcome packet containing a short letter from me to their parents, identifying myself and explaining the focus of the course; an abbreviated syllabus, listing the broad topics to be covered and the rough order they will be covered in; class rules and supply requirements; and grading policies. I also give the students a student information card to fill out. (The cards are pre-printed four to the page on card stock using Print Shop.) Information to be completed is the student's name, class period, mailing address, and telephone number; each parent's name, address, telephone numbers (home, work, and cell), and e-mail address; a check-box to indicate whether they would prefer student reports by e-mail, telephone, or notes sent home; a statement signifying they have read and understand the class rules and consequences; and signature/date lines for student and parent. At the bottom of the card, I put my last name and the course, so there is no doubt where the card must be returned. On the back of the card, I print a grid with the headings Date, Infraction, Action, Contact, and Comment to be used as documentation for disciplinary actions. When the students return the cards, correctly filled out and signed, I give each one a homework coupon, good for a free 100 on one homework assignment or 5 points on a test grade, which expires on the last day of the first marking period. (I give them one each marking period.) I color-code the cards for each class period and file them alphabetically in a card file, which stays on my desk. 

I now have one place to look for parent contact information, documentation that
they acknowledge my class rules and consequences, a log of disciplinary actions, and a record of parent contact." 

Return to list at top of page

Collecting Orderly Papers
From Tommy Sensenig (tsensenig@cox.net):
"I have a great system for collecting papers. This applies to the traditional classroom when the desks are in rows. The students must always put their paper on top of the person's paper behind them. After each row's papers are passed up to the first desk, the person sitting in the first desk on the last row passes all of his/her row's papers to the first person on the row beside him/her. That person places all of his/her row's papers on top of the last row's papers. This continues until all papers are collected and passed to the person on the first row. That person places his/her row's papers on top of the stack. This way when the teacher returns the papers they will be in the exact order as they were collected. This saves a lot of time."

Return to list at top of page

Ketchup, Mustard and Relish
From Dr. Jerry Goldberg (njgold@comcast.net), a consultant Teachers 21 in Newton, Massachusetts:
"Provide a folder for each student with a graphic of a mustard, ketchup, and relish bottle on the folder. This is the 'Must-do, Catch-up, and Relish' or Ketchup, Mustard, and Relish folder. Place all materials that the student needs in the folder - anchor activities, homework, worksheets and notices when the student is absent, and activities or articles that the student might 'relish.' The student then has the responsibility to check the folder on a daily basis. At the secondary level, have a folder for each section or class."

Return to list at top of page

Cleaning Desks
From Aimee Melillo (MrsMelilloBTHS@aol.com), a high school English teacher in Brick, New Jersey:
"To clean ink from desks, I have one word: hairspray. It works wonders! Spray and wipe away immediately.

Return to list at top of page

Bonus Questions
From Judy Swartz (Mjswartz5@cs.com), a math teacher at Bridgeport High School:
"Like many teachers, I really hate the disruption caused when students are absent the day of a test and have to make-up a test later. So I use this incentive:
I either include two bonus questions, or allow the students to cross off as many as two questions (for free credit) depending on the test. The catch is, if the student is in class the day of the test, he gets to try one bonus; if every student in the class is present and takes the test on the day it is scheduled, everyone gets two bonus tries. Make-up tests don't get any bonus tries. I make it clear from the beginning that there are no exceptions. If a student is really ill, or has a really good excuse, it still counts as an absence. This cuts down on the number of make-up tests for many of my classes."

Return to list at top of page

Recording Completed Assignments
From Mary Westphal (MWestSBTA@aol.com), an English teacher at San Gorgonio High School in San Bernardino, California:
"I have found a great way to keep kids on task and record completed assignments. I give my students 3x5 note cards on which they write their names and class period. As I teach, I walk around the class checking to see that the assigned work is being done to my standards. If so, I stamp the student's card with a self-inking date stamp. I prefer a date stamp because it gives me a record of the weeks covered and I can tell when I have already stamped a student's card. Surprisingly, it works like magic! The kids really respond. When they ask me why someone else has more stamps, I remind them that student was on time, remembered his books,etc. When the cards are full, I have the students count the date stamps and write the total on their cards. I collect them and a student aide records the number in my book. I choose what amount will be 100% credit allowing for some students to have more than 100%. This system is more objective that trying to remember how well a student participated over a week or two. In addition, it saves me from collecting and handling many papers. All I handle is a pile of cards. If a student loses or forgets his/her card, I issue another and that student can turn in both if the first card is found."

Return to list at top of page

Vacation Reports
From Linda Hale (KHale3@aol.com), a Spanish teacher at Sonoma Valley High School in Sonoma, California:
"After long vacation breaks, I hand out large post-it notes to my students and they write down something they did and where they went over the vacation. I draw a long line with hills and flatlands. Then I have students post their 'notes' to the 'map,' and we find out who traveled the farthest and what they did. I establish two far away places I suspect students visited -- for me it's Mexico because I teach Spanish -- so students can fill in between. Some illustrate their drawings beside the note with an identifying landmark. Then we share orally. This activity can work in the primary as well as secondary language, ESL classes, and as a social studies sponge."

Return to list at top of page

Absolute Deadlines
From Marjorie A. Steinberg (msteinberg@mason-city.k12.ia.us), a teacher in Iowa:
"We started a new grading policy this year. We give 80% for academic grades and 20% for productivity. Academic grades include those assignments that are tests, quizzes, and projects. Productivity grades include getting homework in on time and also quality of work. I've found this quarter that I needed to impose a deadline (the date the assignment is due) and an absolute deadline (the date that I would no longer accept the work). On the deadline date, I can give productivity points, usually 5 for getting the work in on time. I still take the work for full credit until the absolute deadline, but the students have already lost the productivity points. I have fewer assignments that are turned in late now that they have the absolute deadline to shoot for, and I'm not stressed at the end of the quarter getting in lots of late work. This new grading policy seems to be working!"

Return to list at top of page

Students and Teacher Planning Together
From Victor M. Vazquez (vvazq@centennialpr.net), a ninth grade English teacher at University High School, Rio Piedras, Puerto Rico:
"At the beginning of the school year I will prepare a list of the possible stories to be read, along with the names of the authors. (Our literature book has six units of about five stories each. Each unit has a specific focus: Plot, Theme, Characterization, etc.) Students will have a week-end to scan the stories checking illustrations, author's bio notes, reading story summaries, etc. to get a general idea of the stories. On the following Monday we hold a 'class vote' to select the one story from each unit that the majority of students prefer. They're all good stories so I have no problem with what they select (even if they are the shortest stories). I, on the other hand, get to select two stories. My favorites are 'The Scarlet Ibis' and 'The Gift of the Magi'. This always works well; students appreciate the opportunity to have a say in what is read. If a student's story was not selected, he/she has the option of reading it anyway, and getting bonus points for a good story report."

Return to list at top of page

Special Friday
From Victor M. Vazquez (vvazq@centennialpr.net), a ninth grade English teacher at University High School, Rio Piedras, Puerto Rico:
"Special Friday is held the last Friday of every month. That's when our English class meets in the auditorium, the basketball court and the schoolyard...anywhere except in our classroom. The idea is to provide additional space for interactive games and group dynamics related to the stories and novels read in class. For example, William Gibson's 'The Miracle Worker' motivated us to play a blind hide-and-seek, something we could not do in the classroom. Small groups were able to spread out to plan their futuristic competitions based on Kurt Vonnegut's 'Harrison Bergeron'. Multiple intelligences were used in the creative skits put on by students. The change in the learning setting has students looking forward to each month's Special Friday because it's just plain fun. Isn't that what effective learning is all about?"

Return to list at top of page

Element Mobiles
From Dr. Elena Maldonado-Vargas, (elena22@coqui.net), a tenth grade chemistry teacher at the University of Puerto Rico High School in San Juan, Puerto Rico:
"I divide my high school chemistry students into small groups and have each group select an element of the Periodic Table. The groups must come up with creative ideas to represent products made of that element and present it in a mobile. They have to make a creative presentation of their mobiles (some students choose to dress with aluminum paper, for example). After the performances, each small group makes a presentation explaining the most important and relevant properties of the element."

Return to list at top of page

How to Learn 150 Names in a Week
From Donna Bailey (dmbailey@itrc.dciu.k12.pa.us), a health education
teacher in Chester-Upland School District, Pennsylvania:
"I photocopy my seating charts onto transparencies and put colored paper behind them. I use a different colored paper for each class. The charts are magnetized and I leave them up on the blackboard all year for the students to see. I write their names on post-it notes and place them on the charts so that I can easily change them if their assigned seats don't work out. I make a copy of the seating chart and staple it to a matching colored folder so that the names of the students are facing me. I use this to take roll and call each student by name from the very first day. This system allows me to learn up to 150 names in a week!"

Return to list at top of page

Transparencies
From Marianne VanNatta (mvannatt@jeffco.k12.co.us), a high school ESL teacher at
Jefferson County Schools in Colorado:
"I solve the age-old problem of writing on Xeroxed transparencies by placing a sheet of the write-on type of acetate on top, which allows me to both write in the spaces on the transparency and keep the notes for a period of time before I wash them off (or ask my student assistant to do so!) for re-use."

Return to list at top of page

Parking Lot Survey
From Anthony Adamczyk (aadamczyk@windsorct.org), a technology education teacher at Windsor High School in Windsor, Connecticut:
"Students can use their state designated laptops to conduct a Parking Lot Survey. As teams, they count the automobiles in their assigned section of the school parking lot, recording quantities of make, model and color of automobiles. (Beforehand, they make predictions as to the results.) Students decide on the best method to record, tabulate and manipulate the data. They enter the data "in the field" with the laptops. The teams compare results and any observed correlations (i.e. all the Jeeps are green, Jaguars are
silver). The teams combine their results and note relationships. They then go online and search the classified section of their local newspaper for cars for sale, record that data and compare it to their survey. Next, students design and create a table, fill in the data, chart the results and write essays on their predictions and findings. All these data can all be
combined in a written or oral report, multimedia presentation or videotaped documentary."

Return to list at top of page

Stamp Motivation
From Jessica McLaughlin (jmclaughlin@wilcox.scu.k12.ca.us), a high school English teacher in Santa Clara, California:
"It's amazing how motivated students get for a stamp on their papers! I have dozens of ink stamps. I stamp homework assignments and drafts of essays before they turn them in. Students need a stamp to get full credit.  Late work needs to have the reason written on the top. If it's an excused absence, I check it and give them credit. Otherwise, they get half credit.

Students really want to get a stamp on their papers and it saves me time trying to figure out who was absent and when. Sometimes I stamp the papers, and then go over the answers in class. Students can write in the answers then, but only get 1/2 credit if the stamp is missing, indicating that they didn't complete the work on time. I then score it credit/half credit/no credit since I gave them the answers. Much less grading for me!"

Return to list at top of page

Sign-Up to Make-Up
From Lyd Bouk (bouk@salisbury.net), an English teacher at West Rowan High School in Mt. Ulla, North Carolina:
"In the past, I have had trouble keeping track of students and their make-up tests or quizzes. This semester, I created a "Sign-Up to Make-Up" clipboard. My students must sign the clip board with their name, class period, test or quiz to make up, and date they will make up the assignment. There is a column that requires my initials/signature when they come to make up the assignment which helps me remember when to wait for a student (or make sure I'm there early). The sign-up sheet also makes them responsible for their work. Then, if a student does not come to make up the test/quiz, I have a record that can show the parent where they signed up and where I did not sign for completion. So far, it's worked very well. The students have learned quickly to go to the make-up clip board as soon as they return from an absence."

Return to list at top of page

Fair Play
From Diane Odum and MaryLou Mitchell (dodum@pcfl.net), co-teachers of 9th grade reading at Flagler Palm Coast High School:
"Our class loves to read plays from magazines and from our text book out loud in class. We give them 10 points extra credit if they read a part. Selection of parts has been a source of conflict and hassle. Sometimes selecting pupils for parts took longer than the actual reading. Here's our solution - List all characters/narrators on small slips of paper. List how many classes you have. We have three periods so under the character we list 1-3 with a dash after the number. Fold the papers and put them in a container. Ask students who care to read a part to raise their hand. Start on one side of the room and work your way over until all the parts are taken. Give students one minute to exchange parts if they don't like the major one or male/female one. Ask them to write their name next to the period and then collect all of them. Now begin reading the play. At the end of the day, use the slips of paper to record 10 points extra credit for the names on the slips of paper. This procedure is easy, peaceful and efficient. The students like it much better and there is no competition, conflict or whining now!"

Return to list at top of page

Narrative Writing
From Jacqueline Wildermuth (jackiemwild@webtv.net):
"As an avid photographer and traveler, I have hundreds of photographs. I select photos of interesting, exotic, unusual, beautiful scenery and have students write stories using the photo as the setting of the story. Of course, pictures from magazines could be substituted for one's own photos."

Return to list at top of page

Participation Cards
From Julie Shoemaker (Jshoem8732@aol.com), an English teacher at Shelby County High School in Shelbyville, Kentucky:
"I often have students who love to talk. To help monitor class discussions so that everyone participates, I distribute three Comment/Question Cards (simple laminated construction paper quarters) as the class begins. The rule is that if a student has a question or relative comment, he/she must think first and then participate. After the remark, the student gives up one card. When all the cards are gone, the student must wait until everyone has used their cards before that student can participate again. (Three cards are usually plenty!) For the talkers, this system helps them make conscious decisions about participation and allows others time to speak. For reluctant students, the cards help remind them that their contributions to class are vital. Everyone participates this way. You can also attach participation points to the cards. Earn points by using the cards.  Lose points by commenting when you have no cards in hand."

Return to list at top of page

9/11 Ideas 
From Jeanne Kiefner (Jkiefner@aol.com), a school nurse for the Cherry Hill Education Association in New Jersey: 
"So many people are involved with planning for 9/11 activities for the classroom. I know NEA is also asking for suggestions. I would like to suggest the following: Family and Work Institute received a grant from the Bank One Foundation and they have developed '9/11 As History,' a multidimensional program and resource for all teachers (all grade levels), students, and parents. This is a very fine educational initiative. (http://www.911AsHistory.org). I realize that this is not my own creation but it may be helpful to all the people looking for a response to this anniversary. Everything is free, downloadable and reproducible."

Return to list at top of page

Insect Collection
From Joe Moore (joecmoore@hotmail.com), a vocational agriculture teacher in Verona, Missouri:
"I have my students do an insect collection as part of an entomology unit. They are required to collect insects (no more that two individuals of the same species) and group them according to order. They also must mount each insect with a pin and a small label on each pin giving the location of capture, climate (or ecosystem, i.e. grassy area, wet marshy area, dry w/sparse vegetation, in a tree canopy, etc.) and give the common and scientific name for that individual insect. I use a rubric to evaluate. I have my students do a minimum of 5 orders with at least 20 species represented. I count for quality as well as quantity. This activity could be adapted in that they could study population densities of certain types of insects that are sensitive to climate and temperature changes. My students find this activity challenging but enjoyable."

Return to list at top of page

Personalized Plates 
From Sue Schmitt, sschmitt@achs.lake.k12.il.us, an English teacher at Antioch Community High School in Antioch, Illinois:
"The first assignment I give is to have my students describe themselves in eight or less letters and/or numbers. I give them a license plate template and tell them that they need to create a personal plate that best describes an important aspect of their character. They decorate their plates and explain why their choice of letters or numbers fits them. I post the plates around the room so they get to see what their classmates say about themselves. The license plates are always a big hit at parent open house."

Return to list at top of page

Class Logs
From Melinda Manley (m.manley.mobile@worldnet.att.net), an English teacher at Alma Bryant High School in Irvington, Alabama:
"Excessive absences prompted me to devise a Class Log system. I have three-ringed folders in different colors which are labeled Block 1, Block 2, etc. These folders remain on the counter in my classroom. I developed a log sheet for my classes which contains space for the log-keeper's name, date, block, etc. The sheet is divided into the segments that represent English class assignments: Literature, tests, vocabulary, dictation, homework, writing process, research, etc. Space is provided for the student log keeper to list the day's activities. A stack of blank forms is left near the logbooks. The student log keeper knows to pick up a form, complete it as we work and place the completed log sheet in the folder at the end of each class period. 

When absent students return to class, they check the logbook for details on what they missed, study guides, handouts, etc. I check the folder at the end of the day and add omitted details in red, notes to the log keeper, as necessary, to improve his/her skills, plus 1-5 bonus points by the log keeper's name as incentive to be clear and precise. This Class Log system prevents downtime at the important start of class, the teacher is free to engage students immediately and students learn the importance of clear writing. The burden of make-up work is placed on the student, not the teacher. This process works for any discipline. The benefits of writing across the curriculum can be addressed in this simple way."

Return to list at top of page

Math Paper on the Web
From Gretchen Ries (GretchenRies@parma.k12.oh.us), a math teacher at Normandy High School in Ohio:
"Our math department has various types and sizes of graph paper posted on the school's Web site. If a student needs a sheet to complete a homework assignment, he/she can go to the Internet and download whatever style is needed."

Return to list at top of page

Creative Research Papers From Ernest Beachey (ernest.beachey@usd264.com), a language arts teacher at Clearwater High School in Clearwater, Kansas: 
"When my students write research papers, they do so with a unique twist. Tired of reading mundane topics, I revamped the assignment. Now, each student must research a year in history. In order to avoid information that's already on our minds, the year must be sixteen years ago or earlier and only one student may choose that year. The student is then given specific tasks to complete; for example, he/she must find five features of the people of that year. These features might be what foods they ate, modes of transportation used, fashions of the year, and so on. In all, the student has to find a wide array of facts, which must then be incorporated into an original first person short story. The story must have a plot with a climax and a conclusion, and must be properly documented. Thus, our research papers have become creative products that require use of the imagination along with practice of rigorous research methods. The result has been greater satisfaction and sense of ownership for the students and much more enjoyable reading for the instructor."

Return to list at top of page

Reviewing Tests
From Peter Pasero (peterp@psbnewton.com), a chemistry and physics teacher at Newton Community High School in Newton, Illinois:
"When reviewing tests, I find that students are more attentive if they don't have their test in front of them when the teacher is going over the correct answers. I give them an unused copy of the exam and ask various students to answer the questions or work out the answers on the board. It's also helpful if the students briefly verbalize what they are going to do to solve the problem. These explanations allow the other students to ask questions or offer suggestions for the entire class to evaluate."

Return to list at top of page

Short Story Review
From Mary Garrett (mgarrett@mail.win.org), a language arts teacher at Francis Howell North High School in St. Peters, Missouri: 
"My students review the short stories we've read by completing a visual project. They illustrate a quote from a story with a picture or an object. I have them provide the title, author and reasons for their choice on a separate sheet of paper. I number their projects and place them around the room. The students study the projects and try to figure out which story each visual aid represents. The class really seems to enjoy the review."

Return to list at top of page

Quiet and Focused Students
From Rachelle Kean (mskean@earthlink.net), an earth and space science teacher at Hempfield Area High School in Greensburg, Pennsylvania:
"Different activities require different levels of student interactions and behavior. In order to keep my classroom under control in any situation, I like to communicate my expectations for the day. If I want almost pure silence for times when we are taking a test, reading, or giving attention to a guest speaker, I have students write the word QUIET across the top of their paper. If I want the room to be on task, with some talking within groups, or during labs, I have them write the word FOCUS across the top.

Students quickly learn what this means and will even write it on their papers ahead of time. I cross off a letter every time there is a problem. For students that are terrific, I add exclamation points for positive reinforcement. You can come up with your own system for rewards or consequences, but mine seem to like getting an extra point on the next test if they don't lose a letter. The whole thing works great too if I just write it on the board once as a method of letting students know if the room gets too loud or off task. The beauty is that students can earn their letters back by improving. Most students never get that chance with other systems!"

Return to list at top of page

Source for Rubrics
Question: From Joy (mouse72@yeah.net), a seventh grade English teacher in Shanghai, China:
"As we rarely have the opportunity to talk with English native speakers, we teachers find it difficult to help the students improve their English, especially spoken English. At the beginning of my English class, I often invite some students to come to the front to give the others a speech in English. After their speeches, I often give them my evaluation. But I am lacking in the expression of evaluation, can you tell me how to evaluate my students, and give me some words that teachers often use when they organize such activity?"

Answer: From Dianne Murray (Dianne298@aol.com), a middle school librarian in Ft.Wayne, Indiana:
"There are lots of rubrics (evaluation tools) at this site: http://school.discovery.com/schrockguide/assess.html (Anything on Ms. Schrock's pages is worth checking out!) Here is another site for rubrics: http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm If you haven't used rubrics, it might be interesting to try one out and adapt it to your situation."

Return to list at top of page

Fact vs. Opinion
From Sue Wittington (Whittsb@aol.com), a learning specialist at Cypress Creek High School in Orlando, Florida:
"To clarify the difference between fact and opinion, I laminate a world map, put it on the wall and each student places a push pin in their home area. The students must state three facts and three opinions about their country or area. The pushpins are color coordinated by period. By the end of the day, the map is a multitude of colors and the students know others' backgrounds. The map changes every semester. Students love this activity!"

Return to list at top of page