Keeping Up with Multiple Preps

The dreaded multiple prep. If you are lucky in the secondary world, you will only have 1 subject area to have to prepare for every day. However, there seems to be a whole lot of us that have 2+ preps that we teach. Having multiple preps can make it very difficult to get everything accomplished in a timely manner. A big part of this is just being ORGANIZED. If you are not organized, then something will inevitably slip though the cracks. Below are a few ways that I keep organized myself when having multiple preps.

One of the biggest for me is having everything typed up in a spreadsheet. It is not the full lesson plan, but a general overview so that I can thought process and remember what I need to do at a quick glance for each class. This helps me stay focused on where I am going as the day progresses. It also make changes a breeze. And, as cute as all of the lesson planners are out there, most do not give me enough space to thought process as fully as I could like. By having it digitally saved, then I can use as much room as I need. An example of what a day might look like with multiple preps is found below.

Another great way to stay organized is to keep a daily list of schedule changes or to-do's. This planner is from Blue Sky and it is hands-down my favorite. I can plan out what I need to accomplish for classes for each day as well as any schedule changes I need to be made aware of. This lets me focus a day at a time and not get completely overwhelmed with everything that needs to be accomplished before I leave on Friday.

Lastly, I keep a binder with my full lesson plans in it. As much as I love online lesson planning websites, there are times when I do not have the ability to look up each class to remember the small details within the 5 minute passing period. By printing each lesson plan out and having a copy at my fingertips by keeping them in a binder on my desk, I can be better prepared for each class in case an emergency arises. It also lets any administrator that walks in to quickly see what this class is doing today.

Do you have any strategies that help you stay organized with multiple preps? If so, please share them below so that others can find new ways to help out their own classroom.

How I Get My Ducks In A Row With Classroom Routines!

Ok, I'll admit it.  I love routines.  Why?  I think it's because they create stability and order.  And when you teach Middle School, that can be hard to come by.  After all, many of the students are characterized as "hormones with feet" and with their changing bodies and changing perceptions, their sense of security is definitely diminished.

So here is an opportunity for me to create a space where calm amidst the chaos can prevail.  Take, for example, my specific entering routine:

1.  I greet students at the door.

2.  Students pick up their materials.

3.  The bell rings and I play an inspiring song in the background.

4.  Students write in their planners and then begin the bell work.  (I take attendance.)

5.  I come around and initial planners and answer questions.

6.  The song ends and I announce that there are X number of minutes to complete the bell work.

7.  I come to the front of the room and welcome everyone.  Then we review the learning target and homework due date.

8.  Now we go over the bell ringer.

Believe it or not, this entire procedure takes only about 8 - 10 minutes once we get into the routine.  But you can see that for me, bell ringers are a necessary part of getting everyone in and settled.

I generally use bell ringers as an opportunity to review and practice.  If you use bell work for this too, then you might be interested in these Middle School Mentor Sentences that are all ready to go and focused on perseverance using an original text about Walt Disney.

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It takes several days to completely teach a routine like this, but I think Bell Ringers are essential to creating a classroom community.  Why?  They become part of a routine that satisfies a need for safety that comes from order.  

So, how do I do this?

A little bit at a time.

Last week, I modeled coming into the room with my own book bag and materials.  I actually pretended to be a student and even sat at a student desk.  The kids chuckled, but instead of me just explaining it, I showed it to them.  Then, the students practiced.  

They practiced the routine, you ask?  Yes!  This is how we all learn, right?  This applies to routines too!  After we have the coming in part down, then we add in planners.  Once the students can come in and write in their planners, then we add in the bell work.  One step at a time - I think I can, I think I can.  :)

Now here's my full disclosure:  I've been doing this for 22 years.  So I know how this will turn out.  Entering the class using this routine will become a habit.  So much so that when there is a new student, they confidently show it to that student - or an administrator - or anyone who asks.  They are confident because they know they can depend on it.  And in a world where change is the norm, it's nice to have a little bit of predictability in one's life.

Do you have routines in your classroom?  Join in the conversation in the comments below!

Middle School Students and Anxiety

I once had a student who was scared of birds and airplanes.

Walking across campus was tough. Recess was tough. Lunch (we had no cafeteria) was tougher, and field trips? Especially our week long camping trip? Let's just say we both learned a lot about how to deal with stress.  This student didn't have any traumatic memories or stories linked to birds or airplanes. Instead, it was a symptom of her anxiety disorder. 

Teachers have a lot of demands placed on them in the United States today. Meeting benchmarks, planning, differentiation, parent concerns, dealing with administration, professional development, it goes on and on. 

What we sometimes forget however, is that our students are also under an increased demand to perform both in and out of school. This has caused an increase in both diagnosed and undiagnosed anxiety disorders, particularly for students in grades 5-8.  Anxiety is a huge category of specific disorders. Some examples include general anxiety disorder, obsessive compulsive disorder, separation anxiety, post traumatic stress or selective mutism. 

At the beginning of the year, and periodically throughout, I sit with my homeroom and we do a check in to see what anxieties and pressures they are feeling. We generate an anchor chart of strategies to deal with anxiety at school and at home. This chart is displayed in the classroom throughout the year and added to as we go. Building a strong and supportive classroom community, where mistakes are okay, goes a long way in helping students who feel anxious. 

Anxiety often has a physical impact on a student. This can range from headaches or stomachaches, bloody noses, tingling, heavy breathing,  fainting, nausea, crying, or hives. If a student is experiencing any of these things, it's important not to dismiss them. 

A copy of these teaching strategies as well as the free graphic organizer I use to help students NOTE their thinking can be found here: Teaching Strategies for Anxious Students

8 Teaching Strategies for Dealing with Anxious Students

Teach deep breathing techniques. This is particularly helpful before a test or presentation.

Teach students to NOTE their thoughts. Notice what they are thinking, Observe how they are feeling, Think about a solution, Enact a plan. I keep a stack of graphic organizers in the corner of my classroom. Students can grab one to help if they want to. I always let students who use the organizer give it to me to be shredded if they wish. 

Giving a prearranged signal when a child is about to be called on.  

Presenting oral reports in front of the teacher alone. Alternately, letting a student with selective mutism record their presentation at home for submission. 

Giving a signal before going over instructions. Students who are anxious about missing information will find this particularly helpful.   

Working with the student to determine a "safe person". This is an adult OR peer that can help the student refocus or put a situation into perspective. 

Explain any changes in schedule or procedure. This will often require repetition

Make sure that students with anxiety are not seated next to the "chatty ones". Students who fear getting in trouble will be more focused on disassociating themselves from their neighbors than on class content.