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Little Fixes, Big Changes: Teaching Tweaks that Work

I have never been able to get over the disappointment of a great lesson idea or activity that bombs in the classroom, and I’m pretty sure most teachers feel the same way. Good intentions matter and successful lessons rely on careful planning, but kids can be unpredictable. As the saying goes, even the best laid plans go wrong, especially in the classroom. We might be able to make adjustments after the fact, but what about saving the moment? Below are some common pitfalls that every teacher encounters, along with some solutions that everyone can try to salvage the situation. 

Problem: Student Silence

More than ever before, students are hesitant to speak up. Theories abound as to why this problem has grown, but the bottom line is that kids tend to be much more comfortable interacting on their digital devices than with one another. As a result, classroom participation levels have declined and it can be hard to draw many students out of their shells, even those who are interested in the class. Building relationships is helpful, but when we ask for contributions and nobody offers any in the moment, what can we do to facilitate a better outcome? 

Solution: Pause and Process

Even relatively confident students might be reluctant to share their ideas out loud, depending on how secure they feel about what they are working on in class. To create a safer classroom space that celebrates all contributions, give students time to process their ideas if they are not willing to be more involved initially. Suppose, for example, that students are working on a presentation and the teacher wants to know what difficulties they are encountering. Instead of putting individuals on the spot who might feel nervous about being the only person who has a particular area of struggle, give kids time to partner up and talk through their ideas first. Then, they will be far readier to provide a response, and far less apprehensive. 

Problem: Chaotic Start

In some classes, students might come in prepared to learn and settle in without encouragement, but that is hardly the norm. Sometimes, just getting class started can be more trouble than anyone bargained for. Kids can have a hard time transitioning in those first few minutes, and calming everyone down becomes a significant challenge. Classrooms that are quiet throughout an instructional period are hardly ideal, but how can an environment be structured so that students enter a classroom in a productive mindset?

Solution: Framing Routine

The first minutes of class have a distinct purpose, which is to frame the learning for students. During this time, teachers ensure that students understand not just what they will be doing that day, but also why they are doing it. Students can easily become accustomed to a routine that involves activating their learning, explaining a daily objective, and going over the itinerary. For example, in a history class that is studying the Declaration of Independence, an activator might be for students to write about a time they felt as though they weren’t being allowed to do something that fell within their rights. After making that personal connection to the content for that day, students are far more prepared to not only understand their learning goal, but are also more engaged.

Problem: Low Interest

I have a few unpleasant memories of being incredibly psyched to begin a project with my class, only to be greeted with yawns and borderline polite interest. Invariably, it feels disappointing when we’re excited to teach, and students show little to no interest in what they are learning. Helping students remain engaged can be difficult, especially as the school year moves into its second half. What targeted approaches might help students feel more connected to what they are learning?

Solution: Accessible Entry

Often, students lose interest in their classes as a self-defense mechanism. That way, if they never become invested in what is going on, a possible failure might not feel so bad. To combat this unproductive complacency, teachers can intentionally include an accessible entry point to learning in every single class. For instance, if students have not been doing their reading homework, they will disengage from class activities that are reliant on that work being completed. While not encouraging this kind of behavior, the teacher could also focus on an idea within the reading that is more general to the human experience and have an initial discussion or activity that is not text dependent. That way, students might be more tempted to see what their missed homework was all about, and they are also more likely to show some interest in what is happening.

As the school year heads into its second half, it can be hard to help students maintain their stamina, energy and enthusiasm for learning. We can’t control the dreary pace of seemingly endless winter months, but there are steps teachers can take to mitigate some of the challenges that crop up with increasing frequency this time of year. Perhaps not every student we work with will be responsive to tweaks in approach, but most will appreciate and respond to continuous efforts to make their classroom lives better. 


Written by Miriam Plotinsky, Education World Contributing Writer

Miriam Plotinsky is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than 20 years. She is the author of several education books with W.W. Norton and ASCD. She is also a National Board-Certified Teacher with additional certification in administration and supervision. She can be reached at www.miriamplotinsky.com or via Twitter: @MirPloMCPS

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