3 Tips To Help Prepare Your Student For A Test

Contributed by Dan Henderson, Author of That’s Special: A Survival Guide To Teaching

At the moment, standardized testing is here to stay in America. Since we subject our students to these tests of achievement, we might as well help our students succeed. Here are a few tips to help your students become successful when they have to endure a standardized test.

1. Practice success so they know what it feels like.

Have you given your student the opportunity to know they are successful? It is beneficial for the student to see a correct answer on a test and praise their work. When I create a practice test, I make at least my first two questions a review of the standards. All of my students get these first few questions correct.

This practice test of success should be done one to two weeks before the big standardized test with no more than 10 questions. Additionally, do not have all the questions be multiple choice. Any long term transfer of knowledge will not be retained by cramming, so you might as well put your students in a positive state of mind by motivating them with a practice test in which they got at least a few correct answers.

2. Help them learn to justify their answers with questions.

Whether with groups of two to four or in the whole class have the students justify their answers on the practice test. Start this activity by asking your student questions about their chosen answers. Many times answering a question in groups is more beneficial than students completing a test and never circling back. If you want to know what questions to ask, check out A Quick Guide To Questioning in the Classroom.

3. Create a positive state of mind.

The day of the test will arrive with mixed anxiety for your pupils. Some may be taking the SATs or you will have a third grader with a pencil in his nose. At this point it is the student’s state of mind that will determine how long they stick with a problem. If they give up early, it won’t matter how much information they have retained during the year. Praise hard work, give them a pep talk or any strategy you use to bring positivity will work. The real importance is that the positive tone is set.

While am I not a huge fan of standardized testing, I do realize these tests analyze the transfer or retention of knowledge over a year. I understand the need for an independent agency outside my school to test for retained knowledge. We need something to test for achievement, but the atmosphere created by this new testing security would make anyone anxious.

The heightened testing security could rival the security at Fort Knox. Also, these tests lack multiple ways for students to express knowledge on the exam (aka multiple choice). These protocols have left my brain cells longing for dementia as I try to restrain myself from screaming as I proctor these standardized tests in our schools. Schools that have be retrofitted to communist style prisons for this testing season.

What Testing Looked Like For Me This Year

My recent standardized testing nightmare. A testing story from my school…

A dull blade pierces the teacher’s psyche. Time for the proverbial standardized testing season. The strict demands made on proctoring over these students transform the once energetic teacher into a futuristic robot. I am told by my test coordinator that I cannot add any emphasis in my voice, as I could potentially give a student a clue to an answer.

“So, I talk like a robot?” I ask the test coordinator in a subtle jest.

“No, just normally.” She turns her head away from me, ignoring my joke in an attempt to enforce the absurd rules she is required follow. Quickly she goes back to the monotonous PowerPoint presentation, now on slide 32.

Due to cheating scandals across our nation that have been a source of national embarrassment, schools systems have ramped up testing security. I try my best not to mock the presentation, but after slide 53 I whisper to my coworker in my robot voice. “Complete all answers mortals or you will be eliminated.” As I long for old age to take this memory away, tomorrow will be the first day of testing.

Tensions are high the first day of testing because a testing monitor from the downtown office is monitoring each test proctor’s every move. I slowly remove the testing booklet from the secret envelope assigned to me. The central office monitor whispers in a Russian accent, “Hello Mr. Bond I see you have the secret code.” With dark black hair and her hair in a tight bun above her head the test monitor is taking her mission as test coordinator seriously.

“Yes, with these codes I shall break you, I mean break the common core.” My Russian monitor gives me a seductive eye brow raise and a provocative slit in her dress exposes her upper thigh as to indicate she wants my digits.

“Dan, Dan,” I snap to reality as she impatiently asks, “Are you going to put the test codes on the board?”

“Yes, I’m so sorry.” I write the codes and tense up again as all eyes watch me write the four digits required to begin the test.

I start reading the directions in my designated robotic voice. I tell my students, “Choose between A, B, C, or D. Eliminate the incorrect answers. If you do not choose the right answer you will also be eliminated.”

The boys and girls laugh at my robot “from the future” voice. My monitor is not amused as she scribbles furiously in her notepad, clearly to inform my principal that I am not taking this standardized testing seriously.

I repeat the directions correctly to appease the monitor. I know my students need a well timed laugh to release the testing stress. Monitor be damned; I was told by my test coordinator I had to talk like a robot, and I am a literal person!

The students’ eyes squint at the computer monitor as I begin to occupy my thoughts with no aid from books, internet, or conversations with other adults. The hours seem to never end, and I am alone to ponder my thoughts with my only help really to give scratch paper and watch for cheaters. Students are absent, and it delays the process even longer. We cover all the walls with white posters boards so no student can gain an knowledge from our posters of indescribable wisdom.

This room! With white padded walls, they have finally done it; they have put Dan in an insane asylum without my knowledge! Clever or maybe this is a secret initiative to put teachers in insane asylums to cut pension benefits. Five straight days of testing and my thoughts wondering in this direction. On the last day my patience was nil.

The craziest part of this standardized testing process is that we can’t help the children with technology questions. All you can say is, “Try your best TRY YOUR BEST! ( x 1000 ).” Yes, we must eliminate cheating and gather a true snapshot of student knowledge. However, we can’t even help our students with information they already know.

A student I am testing, Trevor, is trying to put a colon in the written response short answer question, but doesn’t know how to type the colon on the computer. He asks me for help and my reply is “Try your best,” as I try to telepathically communicate the right keys to him.

Trevor knows the answer and is trying to give a time measurement response accurately on the computer. Trevor grabs my arm pleading, “It looks like this and proceeds to draw the colon on his scratch paper with the time of 9:30am. Without the colon the testing center has deemed his answer incorrect. Ridiculous! 

With a hawk-like gaze my monitor watches me to screw up by helping the student. She will be able to write me up; the first useful thing she has done in weeks.

I look at the colon key on the board. All I have to do is point to the key so that Trevor can get credit for the work. What about the piece of paper you ask with 9:30am written on it? Could Trevor get credit then? Luckily, most of the school budget has been relocated to send space shuttles with testing scratch papers on a trajectory into the corona of the sun.

For the last time and gazing at the test monitor I sarcastically repeat, “Try your best.”

Trevor looks down at the floor defeated. Standardized testing has become so anal that I cannot even provide him with the technical assistance in typing the correct colon key to give this student full credit. Trevor knows the answer, but his standardized tests say that, because he can’t find the colon key, he can’t tell time.

I don’t like these new rules. I know I am opening a can of worms on this topic. I see the benefits for and against standardized testing. However, there are multiple ways students can show their intelligence.

I regret that his teacher did not have the time to teach Trevor to press shift then the colon key, but he was able to provide a different way on scratch paper to formulate the correct answer. My complaint with standardized testing is two-fold. What real intelligence are we not capturing from our students? At best it’s part of the picture. (See also The Inconvenient Truths About Assessments.)

Why can there not be exceptions to provide multiple means of expression on a standardized test? The alternatives tests leave much to be desired. Even if the question does allow for another means of expression, they are requiring the student to get every single portion of the question correct to get full credit.

Maybe it’s my fault.

I did not teach my class in my robot voice soon enough.

If you enjoyed these teaching mishaps and want to read similar stories visit my blog at http://danhendersonthatsspecial.blogspot.com. You can find out more about Dan’s book at That’s Special: A Survival Guide To Teaching or go on Dan’s website on thatspecial.co

3 Tips For Teaching Close Reading

by Dan Henderson, Author of That’s Special: A Survival Guide To Teaching

Here are some best practices for close reading. Below I’ve included three strategies to support your close reading lesson, and beneath these tips I have shared a story about a close reading lesson in which a student had an interesting interpretation.

3 Tips For Getting Started In Close Reading 

1. Emphasize to your students to read the passage multiple times

As simple as this sounds, it can be difficult to have a student read the text two, three or more times. At first students can view this intense investigation into the text as punishment. Have the students read the passage silently during the first read, the second time have students read the text aloud pausing after each paragraph to paraphrase the paragraph with simple notes, and the third time have the student break down and define key vocabulary so they can inference the author’s point of view. Make sure the passage is only 1-2 pages long at most.

2. Promote comprehension through vocabulary

Once you get to the vocabulary portion, have students define vocabulary they believe that are linked to the understanding of the article and highlight vocabulary they are having problems comprehending the meaning. Have a class discussion on the vocabulary meanings.

Time permitting, have students create a sentence with the vocabulary word and if time, draw a picture depicting of the vocabulary word. Afterwards, go back to ask the students how the author uses the vocabulary words to support the author’s point of view and the students predictions.

3. Use Text dependent questions and graphic organizers

I am a proponent of graphic organizers to coincide with my text dependent questions. Close reading questions need to direct the student back into the article to find the answer. What is hard is having students cite the article and not their own opinions. By using a graphic organizer you are asking a student to tap into those executive functioning skills and look at the authors point of view with text directed questions.

The close reading lesson is really a guidebook to text comprehension. Close reading can also look at syntax, tone and a myriad of other topics. If you are overwhelmed and need a basic guide to start a close reading lesson, follow these 3 close reading steps to get started.

(For a more in depth look at close reading, check out this article close reading by Grant Wiggins.)

A Story About Close Reading From My Classroom

Close reading seems to be as popular as the Starbucks drive through or the hot doughnut sign in the Krispie Creme window. When I returned from summer break, a fellow colleague was concerned that I had no plans to teach close reading lessons. I barely had heard the term. How close do the children’s eyes need to be to the book to focus, would a cyclopes have an advantage, and would eye exams be required with the same level of debate as school vaccinations? What is close reading I pondered?

Primarily, I had taught intervention groups or special education students. Close reading was in my opinion, the general education teachers job. My principal enthusiastically announced that all staff would go to a close reading PD during the beginning of the school year. On a whim of our supreme leaders initiative and no regard to what was successful last year, we collectively drank the close reading Kool-Aid and hoped for the best. I attended the training and found re-reading the text plus text dependent questions is a major component. My trainer described close reading as a literal definition of the text. My student Jill would take a literal definition of a text on slavery a bit to fervently.

Jill was a energetic girl of 10. Opinionated and extroverted as well as lacking some social cues, Jill had landed in detention multiple times this year with a tendency to bully her opinions to the point of defiance. If you have taken the Myer’s Bridge test on personality types, you are aware that there are multiple personality types. If Jill took this test, she would most likely have scored a “J” for judgement. I was tasked with teaching close reading during my RTI (Response to Intervention) groups. Jill was a RTI student along with being one of my special education students. Jill already started off the close reading lesson on slavery with a series of questions and was not willing to answer my questions.

We begin reading the passage the first time. The passage was about the invention of the cotton gin and how it actually increased the need for slaves in America. The theme was that the cotton gin and several other inventions which were originally intended to decrease the need for slaves led to more slavery. One key in close reading is the vocabulary and the phrase westward expansion was used at the end of the article. These vocabulary terms try to point out the theme of the story, but instead Jill’s response was just her own reasoning.

Half way through the article I see Jill’s energetic hand go up in the air. “Why didn’t the slaves just run away? Why was the only thing slaves do was pick cotton?” I had barely had a chance to begin the lesson and Jill was already casting her analysis. The other five children silently waited for the teacher to come up with an answer.

I cleared my throat and signaled Jill to listen by asking, “Jill we need to find the author’s purpose, what the author had to say, and what the story is trying to tell us using the structure and vocabulary of the story. We need to read the story all over again to discover what the author’s point of view is.” I take a deep sign hoping that I have explained close reading adequately to my group.

Instead my response from Jill was “We have to re-read the story twice! Come on Mr. Henderson, really.”

“Yeah, why do we have to re-read it again.” Another student begrudgingly echoed.

I guess from the student’s perspective they assumed they were being punished or I had implied they were not intelligent enough to find the answers the first time. Patiently, I tried to explain close reading mechanics 101.

“We will always read a close reading article at least twice. Notice these are short articles. I am not saying you did not gather great information the first time you read the article. However, the purpose of reading the article at least twice is for you to find the answers for my text dependent questions. I will put it this way, for the first lesson if you can’t quote your answer from the article, then I don’t want your answer. I want the author’s point of view, not yours Jill. I need to know you comprehend other people’s point of views and the question I am asking.” I see the students slouch in their chairs realizing they only heard the words, read the article twice.

I further explained the lesson adjusting my posture and gaining eye contact from my students. “I have a graphic organizer for you to use to define the vocabulary. I want you to write down either the vocabulary you don’t know or vocabulary that supports the text dependent questions I am asking.”

I placed a graphic organizer in front of five students. The pupils begin grinding lead into the bleached white paper writing their names. The graphic organizer I supplied had spaces to indicate the paragraph and line numbers to support their paraphrased work. Then to the right another section where students can write the vocabulary definitions. After I explained paraphrasing to the students for two minutes, I redirected slouching students to start their work.  I rushed this explanation because I saw their attention was gone. However, Jill sat upright with her pencil ready to write the author’s point of view…I hoped.

We began reading the article a second time. The article was about the cotton gin and westward expansion. The question was did the cotton gin increase or decrease slavery in the US? The students were armed with highlighters and the graphic organizer. Jill took a deep breath and diligently re-reads while also paraphrasing in the graphic organizer. My students begin to realize the advancements in cotton gin technology lead to more slaves who needed to pick cotton.

More cotton could be manufactured with the new technology of the cotton gin. Thus, this led to an actually increase in slavery since more cotton could be produced at a quicker pace. Cue light bulbs, choir of heavenly angels singing with this new enlightenment. Neurons have expanded in my pupils minds, and the teacher is happy. I did not get a chance to view Jill’s work so I asked if she needed help and she replied “no.”

“Pencil’s down,” I announced as we prepared to discuss the paraphrased student work.

“Great, Who can tell me the central message the author is trying to relay in each paragraph? Let’s being in paragraph one.”

Jill enthusiastically raised her hand. I point to Jill.

“White people are mean.” She says with confidence.

“What. What are you talking about?” I asked intently.

“White people kept on making more inventions that they said would require less slaves, but they actually needed more slaves. They were greedy. Then there was this westward expansion thing. They were to lazy to go on their family trip alone, so they brought the slaves with them to do the work and why didn’t they leave them in Africa? Why did they have to make so much cotton?” I raised my hand to politely silence Jill.  Although some of her opinions were justified she was not sticking to the assignment.

“Jill, Jill I am not going to say you are entirely wrong in you interpretation. However, I am going to say we need to look at the author’s point of view. Again we are talking about the question, did the cotton gin increase or decrease slavery in the US, that is it.Period. Maybe I should rephrase the question. How did the cotton gin and similar advancements in technology increase slavery? Quote your answer from the text.”

Jill ponders my question, reads the text and writes down a revised statement on her graphic organizer.

“Got it.” She says with confidence. “White people are mean because they used technology to make more cotton stuff and needed more slaves.”

Shaking my head and thankful for the upcoming staff happy hour I do my best to patiently reply.

“Remember I said you had to quote vocabulary or portions of the text. Where did you find the exact words white people are mean.” I persist.

“Ok I didn’t find it, but the white people were mean right? Isn’t slavery wrong?” Jill asks.

“Slavery is wrong; it’s just you are not answering the question I am asking. You are focused on your opinion on slavery.” Jill looks at me blankly, and I realize I need to go back and explain author’s point of view. Then I realized I should do another close reading on making political correct statements in elementary school.

When teaching Jill, I left out a thorough definition of the author’s point of view and examples of text dependent questions. I should of modeled some examples before letting my student undertake the assignment. I often tell stories of how my lessons go wrong in an attempt for teachers to not make similar mistakes.

If you enjoyed these teaching mishaps and want to read similar stories visit my blog at http://danhendersonthatsspecial.blogspot.com. You can find out more about Dan’s book at That’s Special: A Survival Guide To Teaching or go on Dan’s website on thatspecial.co

How Can Teachers Control Cell Phone Usage In Their Classrooms?

Cellphone Telekinesis


You can find out more about Dan’s book at That’s Special: A Survival Guide To Teaching or go on Dan’s website on thatspecial.co.

I started to take away cell phones in my fifth grade classroom because of the constant disruptions. To trust my students to leave them in their backpacks was no longer an option. As a teacher, texting is a constant distraction during any lesson. As a teacher in the 21st century one problem I face are necks constantly bent downwards, while faces glow bright with the latest digital download. 

The students with bent necks, all have the same bland expression. Similar to an apocalyptic zombie event. Lifeless feet drag emotionless corpses into the school, with a never ending quench to download, not blood, but social updates. Are these cell phones making these students any happier?

I see one of my students talk to Jamie in the main hallway of the school, “Dude, do you want to meet up tonight to hang out?” “I don’t know, text me tonight and ask me.” Jamie your friends are right in front of you, ask them in person for heavens sake!

This gadget, which supposedly has limitless entertainment opportunities, makes me fearful for the future of interpersonal relationships. Sending notifications and updates instead of playing outside with friends. Is that where this culture is heading? Yes, probably.

Even in silent mode, the cell phone is deadly to instruction. Cell phones never seem to die! If you are familiar with zombie theology, the double tap is necessary to make sure the zombie is really dead. Bam! Straight to the cell phone processor’s head. Pow! Pow! 

Remember don’t tell students to silence their phone, tell them to put it on airplane mode or power off. Double tap! 

Beyond killing the zombie cell phone virus with the double tap method, you need to quarantine the disease. If there is money left over in the school PTA budget a strict cardio after school program needs to be implemented in case the children rebel and the zombies take over. Please bring this line item up at the next parent teacher conference meeting with full sincerity. 

Cell phone zombies, combined with my fear that my students might turn on me one day, (exacerbated by a late night watching of “Children of the Corn”) led me to realize: I need to confiscate these devices. Remember, the lifeless bent over zombies can only be contained by mass community support.

How can mere teachers contain this epidemic in our classrooms? I would begin by searching our educational systems secret weapon: Pinterest. I found a pin on Pinterest and go with the  suggestion to have a cell phone jail in my classroom. I purchased a large clear plastic box to be placed on my desk, so that every student could see their social life was not going to run away. Each child is required to place their cell phone in cell phone jail upon entering the classroom. 

The first few weeks are met with the un-enthusiastic responses from the zombies, I mean students. The worst part is not the confiscation of the devices, but the vibrations. I have to keep reminding the children to double tap it! In a box of twenty cell phones, it is hard to distinguish who’s social life is jingling. Twenty eyes of longing status updates would stare intently into cell phone jail as the whole jar vibrates. Alas, your status update is #HendersonsHouseOfHorrors #IHopeICanRedGood #TheyFedMeDogFoodInHereOnce.

Three child are the worst cell phone villains, Rick, Jamie, and Claudia. They will hold up the line so they can send last minute selfies, or create a talk to text message that we can all hear.

“No, mom I like the ham and cheese hot pockets, gosh!” Jamie yelled, knowing that this last minute text stands between him and ham heaven.

These are my two favorite talk to text moments right before the cell phones entered cell phone jail.

The socially popular Claudia yells to her dad. “No, that’s not my hair in the refrigerator that’s the dogs.” With an obvious look to say that this has happened before. Followed by my second favorite. “Shut up, I don’t have a mangina!” By the pimply Rick.

As the week progresses, Rick, Jamie, and Claudia do not always surrender their cell phones willingly. Some students do not have cell phones, and we have not had any incidents to date. I began to believe I could trust my students and began to trust they would always surrender their cell phones in the morning.” 

I was wrong. These three culprits would lie. Straight to my face. The worst part is that I know they do not regret it, but Mr. Henderson always comes up with a plan for sweet justice.

One by one, their glowing faces give away hidden cell phones tucked under their desks. 

Week two of the school year, I have my first cell phone offender. Jamie, the proud owner of a processed cheese stained shirt, is the first to get caught. 

I spotted a hunchbacked Jamie, bent over looking culpable at a cell phone. I have described this behavior as the lurk. Jamie lurked under his desk. Jamie’s head is still bigger than his body in these developmental years, so the light from the phone glowed brighter on his face. He does not often talk, but when he does the crackle in his voice gives Jamie away. I catch Jamie saying, “I sent you the picture, check it later.” I pick up on his Jamie’s voice, thanks puberty!

I marched over to Jamie’s desk.

“Jamie! How long have you had that cell phone?” I demanded in an authoritative tone.

“Uhhh, for awhile.” He shrugged.

“Does awhile mean before the start of the school year?” I ask with my hands crossed. 

“Well it depends. I mean I got it this summer, It’s still summer until September 21st.” The excuses are often worse than the crimes.

This lame excuse made me recall a jingle for Jamie inspired from a hot pocket commercial, “What is Mr. Henderson gonna pick?……………de….ten…tion.”

“Jamie, you did not hand in your cell phone with everyone else. You will have after school detention this week.” 

After this stunt, and Jamie’s subsequent time in detention, I think the texting is under control. I hope that parents will teach their kids that the unlimited data plan does not mean you have to text unlimitedly. Your wireless carrier does allow you to eat, sleep, and even communicate with other humans without a screen being glued to your face. 

This day, I contemplated quitting teaching. To give you some context, I have been bitten by a student, spit on, and cursed out, but then Rick decided to pop a pimple right outside my class and take a selfie. I was so grossed out I turned my back on the cell phone jail as the pupils enter the classroom.

I hear one student say, “Awesome!” They say if you’re the smartest person in the room, leave the room. When zit selfies are considered awesome, leave that state. Rick decides to keep his cell phone since he saw me look away in disgust.

We start the morning message and a math lesson I wanted to review. Rick sat at his desk with his hands under the desk. Rick is a teaser, a jock, and a prankster. Naturally my eyes kept going back in his direction. Rick could not exhibit self control when someone dared him. I hear whispers for Rick and his classmate Jeff to be quiet. 

I must warn you to never turn your back as a teacher. I only turned slightly to my right to pick up a marker and then I hear: Click.

“What was that?” I turned around and Rick’s hands are further buried under his desk. That was clearly a cell phone camera noise.

“Did you just take a photo of me? Let me see your hands.” I demanded.

I check the photo and it’s a close up of my butt. 

I gripped the phone tightly and stare at the craters on his cheeks. 

Rick's face reddens, only intensifying the bright pimples around his face. I extended my hand to take the phone and my glare signals that he will be in detention with Jamie’s hot pockets. Rick, Jamie and their Proactive facial scrub would join his fellow cell phone junkies in detention.

After these two incidents, I assumed that these consequences have some sort of affect. Never underestimate a pre-teen. If they want to send a text, you will need to send in a SEAL team to stop them. Once such teen was a strong willed girl names Claudia.

Claudia had long black hair that hanged gracefully straight reaching the middle of her back. Her fingernails were either pink, black or purple on any given day. Claudia wore increasing shorter clothes to gain the attention from the boys newly encroaching hormones and of course for selfies.

“Claudia, Claudia put the cell phone in the bin.” Claudia rolled her eyes and turned her back on me blocking my view of the cell phone jail.

“I don’t think so. In the bin now!” I hear the pink cell phone case drop in with the other phones and she walked with her nose in the air towards her desk. 

We begin practicing long division. The lesson is off to a great start, so I thought.

The class is in groups of four and I passed out the assignment for students to work on. I see hands together and a face glowing with a zombie stare. How could it be? Does Claudia have telekinetic powers? How has she pulled the phone from the bin? 

I go to cell phone jail to check if Claudia’s phone is present. It’s in the bin, or at least it appears. She took off the pink case and took the cell phone to her desk. Sneaky little one. I proceeded cautiously across the room, to not give away my position and to scare the life out of her.

“Claudia! You took the cell phone out of the case and are defiantly texting in my classroom!”

Everyone stopped to look at the commotion and Claudia looked stoic. She stands up and sticks her nose in the air at me.

“This was a birthday present. You can’t take away a present. Just because I am texting does not mean I am not listening to you. This is not fair. I hate this school!” Oh God, then the tears start.

“Why can’t I have my phone? Why? Why? WHY?” The tears increased.

This is the apex of her miserable existence. Claudia is distraught, the shelter and three meals a day in an industrialized nation are taking their tole. The horror. Maybe I am being to hard, maybe it is as bad as it seems. Could it be that Claudia’s phone only has 3G?

“Claudia, stop crying. Claudia it’s only a phone. You will get it after school.” I declared.

I may as well have said that Claire’s social life was becoming extinct. Claudia hunched over and grabbed a textbook over her head indicating she will throw it at me if I proceed closer. This little girl has lost her mind. 

“Calm down Claudia, calm down” I try to ease the tension in the room, I think, if there were 100 books in my classroom and if there are twenty students, Claudia could throw five books at each of the students….. I could use this equation in my division lesson. Dan, Dan get back to your first world problems: a pre-adolescent girl is having a cell phone crisis. 

“Jamie, call down to the security officer and ask her to come up to our classroom.” I patiently said, as I pushed down my hands in the air to signal everything is calm.

The security guard came and uses the not so subtle yelling approach that most security guards use. It scared Claudia enough to drop the textbook in her hand and she is escorted to the principals office.

After the book throwing, detention, and the principals office, you might assume her attitude would change. Nope. 

Mom took away her cell phone for a week and then Claudia got her cell phone back. The class files in one by one, dropping off their cell phones. Claudia stood their texting away, lurching, leaning onto the screen. 

“Claudia, Claudia put the cell phone in the bin.” No response.

“Claudia, oh Claudia, class is starting.” She turned her back while rolling her eyes.

The class looked at me for leadership. I calmly get up and look her straight in the eye.

“It seems like you want to be on your phone all day talking to someone. Would you like for me to make that happen for you?” Claudia stared at me puzzled, but then followed me.

“Yes, come with me. You will be able to talk to someone on your phone all during class.” Like a french butler escorting a royal guest into a fabulous four star room, I walk briskly across the room with a big smile. Everyone wonders if Mr. Henderson had gone mental.

“Claudia, let me use your phone for just a minute.”

“Okay.” She says reluctantly, but figured, What can I lose?

I searched the contacts until I find the one number that will settle this little dispute. Mom. I call Mom.

“Hi Mom, it’s Mr. Henderson. I am calling you from Claudia’s phone. Listen, it seems that we might have had a cell phone incident again.”

Mom talked for awhile and I relay what has just happened. As mom started to get upset I say, “I know, I know.”

“Listen, since Claudia wants to be on her phone with someone why don’t we let her be on FaceTime with you. Yes, she can be on the phone all day with you watching to make sure she is working in our classroom.”

“Sounds like a great idea.” Mom says enthusiastically.

The other students start to giggle and Claudia looked like she is going to die. I put a desk in the corner with the cell phone pointed straight at her during the course of the whole lesson.

One student turned around and laughed at Claudia. I pick up a spare cell phone from my jail and ask to the whole class:

“Anyone else want me to FaceTime mom?”

Do you have problems with cell phone usage in school?

Do you have an interesting story of catching a cell phone culprit?

You can find out more about Dan’s book at That’s Special: A Survival Guide To Teaching or go on Dan’s website on thatspecial.co.

Email me at [ Dan ] [Henderson ] danhendersonthatsspecial@gmail.com

Website: www.thatspecial.co

Reviews from That’s Special A Survival Guide To Teaching:

If you were considering a career in teaching special education students and read Dan’s stories, you might think twice. After reading about his tools, however, you should see how it can be a rewarding option thanks to his tools and your own hard work and caring.

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*Disclaimer: All names have been changed to protect their identity.  All specific geographic indicators have been removed from these stories. Additionally, these stories are written about incidents that happened one year or longer from this date. @ That’s Special December 2015

3 Strategies To Promote Positive Reinforcement

3 Strategies To Promote Positive Reinforcement

by Dan Henderson, Author of That’s Special: A Survival Guide To Teaching

Check out the article on TeachThought

3 Strategies To Promote Positive Reinforcement

Positive reinforcement is the act of rewarding desired behavior by offering a desired reward. The goal is to promote desired behavior in the future.

What are some strategies to accomplish this in the classroom? Below, I’ve included 3 strategies to promote positive reinforcement, and beneath that shared a story about the kinds of behavior in the classroom that can benefit from such strategies.

1. Experiment with grading and feedback.

For example, studies have shown simply having students read an increased number of minutes per day has no bearing on academic progress. Plus, that is not teaching. For example, you might start by using a baseline, track progress towards mastery, and let the students know the mastery level so they know what they are working towards. If mastery is 100%, then students should be able to complete all problems with 100% accuracy before moving on. If you read a book for twenty minutes on a Monday and then 21 minutes Tuesday, what does that really prove?

Another possibility is grading backwards.

2. Exercise their academics endurance not by length of time, but my quality of that time. 

This might sound counter-intuitive to what I just mentioned. However, I award attempts at completing a problem. For example, a student will complete a math problem and misses a step. I will tell them there is math error in the second step.

The student works out the problem again on paper and gets the correct answer. I give the child a check that goes towards choice time minutes at the end of class. Albert Einstein said, “It’s not that I am smarter than anyone else, it’s that I spend more time on a problem.”

3. Use private conference and self monitoring.

In a sea of paperwork and standardized testing, it might seem impossible to conference with all your students in a class. However, everyone wants that human connection, and everyone enjoys praise. I created an activity that lists monthly goals and expectations. While students track their work and keep a binder of their work, I will have a monthly conference to check in.

This usually takes about 10 minutes, but the payoff is astounding. Apathy is replaced by energy while we look through their work and reward students for their efforts. We then talk about next month’s goals and quickly strategize a plan. The payoff is not only academic gains but joyful children.

In Austin’s case, he just wanted attention from his peers. One of the ways we corrected his bullying was to have him present his work in front of the class on a regular schedule. How did I get to know what Austin wanted? I asked him. It’s not rocket science if a child is acting up in class. Your first step to understanding how your students want to be praised is by asking them.

A Story From My Classroom About Behavior And Feedback Of All Kinds

Too little time is spent in the classroom creating and administering positive reinforcement strategies to help our students thrive.

The end goal with any student should be joyful energetic learners who are coming to the teacher seeking knowledge for the sake of knowledge. The problem is the social/emotional piece of school often resembles an institution: trays of mystery meat in the cafeteria, silent rows of children filling in repetitive worksheets, and students slowly transforming into zombies. I tried to rectify this night of the living dead scenario by creating a positivity jar where I would fill a jar with positive experiences I witness children make during the day. I made a grave mistake. One day I took some positivity out of the jar; it was a glass jar in a second grade classroom.

The idea behind the positivity jar was for students to be proactive, kind, and motivated. The idea was to have a group goal for the class. I found an old glass jar in the basement and went to the dollar store to buy bouncy balls. There would be select times in the day when we would add bouncy balls to the positivity jar. The balls added up time at the end of the day for choice time. Choice time was time to play at the end of the day; the theory being work hard and then you play hard. If you get your work done, you have earned your fun. Setting expectations and what actually motivates kids is highly subjective to each child. You should adapt the rewards to what actually motivates the child not what you assume will motivate every child.

At the beginning of each year, we started off by creating a classroom culture. We had the students help formulate the rules within the class. Everyone agreed to the rules and talked about logical consequences if they were broken. The positivity jar was a set of rules or expectations that if we worked as a team every bouncy ball stood for a minute of choice time. How we would get choice time was saying positive comments to our friends, everyone completing tasks on time, or collaborative groups assignments completed together.

To get the positive juices flowing the positivity jar was presented in the morning. We had students present a positive event they witnessed among their peers the prior day.

Cynthia would say, “I saw Jon going back into the article to get his answer.” A ball would go into the jar for the class. Jon would say back, “I saw Cynthia helping her friend with her binders when her papers fell on the floor.” Another ball would bounce into the jar. Wide smiles would appear on the students blemish free faces. The positive reinforcement was working, but some poor soul would have to deal with a rebel of an unholy condition. His name was Austin. Austin would prove to be the Arch-nemesis of the positivity jar.

Positive reinforcement only works if the students care. Since Austin did not care about choice time, Austin sought to take the attention away from my positive reinforcement strategy. By hurling insults such as “If you are smart, why are you in Mr. Henderson’s low group of readers?” Austin would purposefully try to get the group from not earning their positive mojo by being “the bad kid.”

If stupid is as stupid does (thank you Forrest Gump), then attention seeking bullies are as attention seeking bullies do. The span of time to which these incidents occurred stretched across a Monday to a Friday. It all started when Austin wanted a laugh from his peers. We started the morning message, and Austin had his turn to present.

With a sarcastic tone Austin says, “I am really happy Cynthia brought her scarf to school so we would not have to see her face.”

“Austin! Apologize to Cynthia.” A few students laugh, but most students are annoyed. At this moment, I would usually grab for a bouncy ball. It would ricochet off the glass jar, echoing gleefully a reward for all. I could not add a ball to the jar. I grabbed for the ball instinctively, hesitated and was meet with shock in youthful eyes.

“I’m sorry class, but I can’t reward that comment.” Everyone glares at Austin with disdain. Austin smug smile shows he is receiving the attention he was seeking because we all played into his trap. Would we take the bait again?

Jon was a slender boy who was obsessed with playing math games. He eagerly sat crisscrossed on the carpet as the reverberations in the class jar meant he would increase his screen time. At the end of the day, I decide to give Austin another chance at saying a positive comment. Most student sit with their hands in their laps or on their knees in anticipation for the final tally. The positivity jar had a few bouncy balls, and the children were growing restless.

With a devilish grin and a Peter Pan stance with hands by his sides he says, “I want to thank Jon for helping me in my math group.” He sits suddenly on the carpet, and we wait to see if he gives an insult. After a few seconds I say, “Ok, great.” I grab a ball, and it bounces in the clear glass for all to see.

In my peripheral vision, I see Austin cup his hands abruptly. “But what would really help us out is if Jon and Cynthia could cover up their ugly faces.”

“Austin! Inappropriate apologize to Jon and Cynthia now!” I abruptly remove the ball I had placed in the jar for Austin. I unintentionally have associated the positivity jar with a negative consequence, which was what I was hoping to avoid when creating the positivity jar.

Jon and Cynthia grip their knees, pressed firmly to show their anger. Austin was still giving a smug smile, and some of the students giggled fueling the teasing. I looked directly at Austin and he stopped smiling.

“Austin, apologize to Cynthia and Jon”

“Ok, I will, but can they cover up their faces first?”

Jon pushes two hands to the ground and propels his body at full charge. Austin anticipates the attack and is on his feet running away. The boys start weaving in between desks. Austin avoids a right punch, then a left. Next, Austin crawls under the desk to avoid Jon’s blows.

“Stop it, stop it!” I yell, but I get no cooperation. I get up to chase the boys. They have now circled to the front of the room. The children are sitting in a circle around the rug. Jon and Chase jump between two girls. The girls yell, “stupid boys” as their shoes kick them as they pass. Jon stands by my desk near the positivity jar. Austin stands in his Peter Pan stance taunting Jon. Jon picks up the positivity jar and flings it violently across the room straight at Austin’s face.

The jar barley misses Cynthia’s head by a few centimeters. The jar crashes into hundreds of little pieces.  Bouncy balls use their kinetic energy to hop wildly. The students in unison say, “ohhhhh” to indicate they know some student is dead meat.

“Jon and Austin go see Principal Laney and tell him what you have done. Wait, wait, and get the janitor we have to clean up this mess. Nobody else move; there is glass all over the floor.” Jon and Austin trudge out of my class waiting the impending detention. I shake my head slowly. My symbolic positivity is on the floor in pieces.

After the janitor cleans up the glass shards and I get my class going on an assignment, I ask the reading coach to watch my class while I talk to my boys. I walk to the principal’s office and find them at desks with their heads covered by their hands. The principal had to deal with another troublemaker, and they were left alone. I pulled up a chair to Austin to get to the root of the problem.

“Why are you always giving insults to your classmates?” I ask compassionately hoping to bring some sort of recourse.

Austin averts his eyes to say, “I know what I will get when I joke around. Everyone will look at me and that feels good.”

I realized that Jon needs help to determine the correct kinds of attention. Maybe Austin was not just a bully, but a kid who needed to be loved. Over the years I have tried many ideas on positive reinforcement. Why? You need positivity as the base of your teaching. As for the glass positivity jar, it went into retirement. All I can tell you is that plastic makes positivity jars possible.

Students who seek attention through bad behavior are simply tied to a reliable form of social attention. Attention cannot always be distinguished as good or bad in the child’s mind. The student acts out because it is a reliable way to get noticed. The attention is better than no attention. Students don’t always qualify behavior as good or bad.

Pinterest or teaching sites have thousands of different ideas to promote positive reinforcement in your classrooms. I believe the positive reinforcement strategies that work the best tie into the academic rigor of the curriculum.

You can find out more about Dan’s book at That’s Special: A Survival Guide To Teaching or go on Dan’s website on thatspecial.co; image attribution flickr user sparkfunelectron

Email me at [ Dan ] [Henderson ] danhendersonthatsspecial@gmail.com

Website: www.thatspecial.co

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*Disclaimer: All names have been changed to protect their identity.  All specific geographic indicators have been removed from these stories. Additionally, these stories are written about incidents that happened one year or longer from this date. @ That’s Special 2015