Showing posts with label middle school. Show all posts
Showing posts with label middle school. Show all posts

A Real-World Vocabulary Lesson: Should Any Words Be Off-Limits?

Tuesday, June 5, 2018

A verbal jab can be just as hurtful as a punch in the face!

This is a different blog for me as I am used to dispensing information in the way of  a classroom tip, or I may give some insight from my own personal writing experience.

However, as a teacher and as a writer, and more importantly, as a parent and human being, I understand the power of words, which is what I wish to briefly focus on in this blog. 

These are my own opinions, so take them for what they are worth in relation to your own way of thinking.


In this graceless age, are our words powerful, or are they lost in the noise of anger?

We all have heard time and time again that words are powerful. It's a cliche that is becoming meaningless...but, I argue, only if we let it.

Words ARE powerful, and they can be catalysts of ideas which enact lasting change and lead to a better society.

However, if used maliciously, we all know that words are demoralizing weapons, and their effects can tear down a society.

Who doesn't remember a hurtful comment that was hurled at him/her either thoughtlessly or maliciously? 

Vicious words most certainly can sting. 

In my eighth grade E.L.A. classroom, we spend much time discussing how our word choice and tone varies depending on the task, audience, and the setting in which we are writing.

I set boundaries for my students.  

For example, if students are writing a formal essay which I shall read and assess, they are directed to work on word choice, and I caution them not to use first person personal pronouns such as I, me, or my, we, us, second person pronouns you/your, or graveyard words such as a lot, things, get, got, hang out, kids, etc.

No matter how many times we work on this, they seem to creep into their formal writing.

In the same way, when I discuss with my students the language of bullying, or words that are inappropriate in school, invariably, I hear them as they reverberate around the building.

And adults are no better.

Most adults, including myself, don't always practice what we preach.

I hear adults speaking poorly on a routine basis.  

I will accept that I am one of  the worst offenders. I am by know means a saint, and I am as humanly flawed as my counterparts.

In my classroom, I model proper diction and verbiage.  I try to be a model citizen.

However, outside of school, I have been known to use an expletive as a way of shocking someone or getting a laugh.

Most people don't expect me to use ubiquitous, derogatory language, so when I do, it is usually to evoke surprise.

All of a sudden, someone is listening.

My words have shock value.

Case-in-point: I am sure, by now, you are aware of  the derogatory word (and this is putting it mildly) Samantha Bee used to describe a picture of Ivanka Trump with her son.

She used the "C" word, and in this context and case, it didn't refer to cancer.

If you are unsure of the terminology to which I am referring, think of the most disgusting word you can think of that begins with the letter c and  which demeaningly refers to a woman's private body part.

Yuck!

In my opinion, there are just some words that should never be used in any setting under any circumstances no matter the objective or the audience!

The "C" word is unacceptable, and call me old-fashioned, but I believe it has no place in our lexicon.

Unfortunately, we most certainly do live in a graceless age, but what is worse, this world now lacks basic social boundaries which in the past would never be crossed.

While some argue this is a great thing, the line between the acceptable and the outrageous is now blurred. There is a huge grey area, and we are all mired in the swamp.

Although some will say my thought process is a threat to the First Amendment, I think it's time to resort to common sense and set some verbal boundaries for the next generation and ourselves.

Many commentators and pundits on television seem angry and are spewing venom in the name of journalism or comedy!

It's everywhere!

It's the same old vitriolic, low-class bashing which has unfortunately become the new normal since Donald Trump was elected.

Clearly, Samantha Bee cashed-in on this momentum toward the downward spiral of effective communication, and she most certainly received the momentary shock value she sought.

However,  I think she should fire her writing team as their communication skills are seriously lacking.

Call me a simpleton, but I still can't derive the correlation between Ivanka Trump's picture, the "C" word, and President Trump's "feckless" immigration policy.

I think the point is that there doesn't have to be.

Right now in our society, if you are aligned to a certain  political ideology, disparaging, unwarranted, rude comments are limitless and boundless.

Conversely, I was just as shocked that she used that particular "f" word  correctly, so I'll give some points back to her team. Few people know that feckless means irresponsible, which perfectly describes her disgusting comment. 

At one time in our society, people who used vulgar, distasteful language were thought to be ignorant and immoral. 

Now, they are celebrated, late-night television hosts who take-in millions of dollars and viewers.

Vulgarity seems to be the rule of the day, and we try to pass it off as acerbic wit.  

It is not. 

I dare say that if Shakespeare was in the audience, he would quip, "I would challenge you to a battle of wits, but I see you are unarmed."

We all know that Samantha Bee's audience tunes in to see her bash conservatives, and judging from their uproarious, positive reaction, they certainly received their money's worth that night.

Now, do not misunderstand my disgust.  I am not a conservative who is miffed that another so-called conservative was under attack.

What's disturbing to me is Ms. Bee's comment was no accident. As a few pundits pointed out, Ms. Bee used the "C" word intentionally:

It was not a slip-of-the-tongue.

It was scripted; then, it was taped.  Finally, it aired.

That word was meant to wound.

It was meant to demean.

There was no punch-line or joke.  

It was a foul-mouthed, personal attack plain and simple.

Her words were not thoughtless; she knew their weight.

Her attack was malicious, and it was her full intention.

Although this is a word men have been forbidden to utter, I think you'll agree it sounds just as abhorrent when a woman unleashes it on a female opponent!

The moral: the word is repugnant and sexist when it comes forth from anyone's foul mouth! The mention of it degrades a woman and cuts her to the quick. 

I will concede, however, that once Samantha Bee received backlash, she apologized on Twitter for her comment.  I will give her points for this as did her network, TBS, which is also owned by CNN.  

As I tell my students all the time, and as I try to do in my own life, if you make a mistake, own up to it and genuinely apologize.

And above all, work very hard not to repeat the same offense!  This action denotes that you are truly sorry.

However, how did using this word serve her?

Did her comment bring her ideas into the fore-front of our collective thinking and elevate our thinking in a profound, auspicious way?

The answer is no.

Moreover, I question whether her own self-aggrandizement, which lasted a few hours until she was forced to go back and apologize and retract her words, was worth it?

Through the use of the "C" word, was the intentional act of debasing herself and bulldozing through a verbal boundary to gain negative publicity and ratings worth more to her than her character and lasting legacy?    

Judging from her actions, I would say yes.

Even if her intention was to shock, the "C"  word has no place on television, but if it does, what does it say about us a society?

Author Mark Steyn's take is that the 'F" word has lost it's shocking punch as it's appearing more routinely on television, so we're on to the next, most vile word we can find to describe and attack those with whom we disagree.


Hence, all of this begs the question that in today's climate, are we teaching children fairness and to take responsibility for their actions? And, are we teaching kids that in our society, the consequences of one's actions are fair and equitable?

I don't think so.

Rosanne Barr's highly rated television show is canceled due to her discourteous, racial comment concerning the appearance of Valerie Jarrett.

Ms. Barr was dealt with swiftly and harshly even after she vehemently apologized just like Samantha Bee did.

Yes, one can argue she has made disparaging comments in the past, and she was warned to stop.  She didn't; thus; she was fired.

Yet, her tweet came in the middle of the night.  No, this does not excuse her harsh words nor does it make them okay, but she certainly wasn't reading it off a teleprompter as her show aired.

Will Samantha Bee be fired for her attack on Ivanka Trump which was just as personal and unwarranted?

I wager to bet definitely not!

While she has temporary lost some advertisers, it seems her apology is sufficient for now and most likely will be well into the future.  

If you really think about it, Samantha Bee did cross a line, but she also did that which she is hired to do, which is to shock and make people laugh. She seems to have achieved her objective.

I am curious to see if Ms. Bee ever does use that word again, and if she does, will she ever use it toward someone with whom she aligns politically, or will she only use it against those with whom she strongly disagrees?

I won't be tuning in to her show to find out. 

No, the consequences of people's actions in our society are by-no-means fair or equitable.


So here is the takeaway:

  • Is this how adults should be acting?

  • Is this the societal atmosphere in which we wish to raise our children, where civil discourse and healthy, spirited debate no longer exist?


Here's the real-word vocabulary lesson I challenge all of us to teach our children:

1.  First, we need to get back to basics in this country.  Children and adults need to think very carefully before they speak, no matter what their peers maybe espousing

As we know, children need boundaries.  They crave and seek them though they rally against them.  

Obviously, adults need them, too.

It is up to us as the role models in our children's lives to tell them there are certain verbal boundaries that should never be crossed!

Once words are said, they can never be taken back even when they are followed by an apology.

This is the real lesson.

2.  There are certain words that should be off limits whether one is a child or an adult.  The "C" word and the "N" word are two that fit that bill.  


Vocabulary is a natural component of any classroom, but it also is how we are judged out in the real world.

The more articulate and well-versed someone is, the more revered and respected he/she is.

Is this still the case?

There  are thousands, essentially millions, of words that can adequately describe our feelings without debasing ourselves and using words which undermine the impact of our intention and ourselves.

 I recently came across an article I read a couple of years ago entitled, "Facing the Consequences of Using the N-Word" by Isaac Bailey, which was posted on CNN's website on May 2, 2016,

"The same goes for any person in power who wields that [N] word not to deepen an important conversation, to add historical context to a debate or discussion, to embrace someone as a loved, respected brother (which is how Wilmore used it in reference to Obama) but instead to demean and belittle."

When my students and I read,  To Kill a Mockingbird, by Harper Lee,  before we reach chapter 9, where Atticus is called a 'nigger lover' by a family member for his decision to defend a black man, Tom Robinson, my students and I have a frank discussion about the context of  the 'N" word.

The "N" word  was used during the 1930s during the Jim Crow era in the Deep South.  It was used as a weapon of hate to 'demean and belittle' and was a rampant part of many white southerners' vernacular.

However, while it was acceptable given the time and the place and the mood of Maycomb, Alabama, I make it very clear to my students that there is no place for it in our classroom or in our community in 2018.

So, this naturally leads into lesson number 3:

3.  When in doubt, one should channel his/her Atticus Finch:

A. Do your best to speak the truth when necessary, but do not personally attack someone.  Be forthright, not condescending.

B. Realize that silence is sometimes the most effective weapon in a war-of-words. Think, too, of  John Morley's astute quote, "You have not converted a man because you have silenced him."  Just as Atticus does in chapter 23, pull out your hanky and wipe the spit of someone's hurtful words from your cheek and walk away.

C.  Realize that when a controversial topic comes up, be respectful as you are in essence fighting your friends.  After all, we are all Americans.   Agree to disagree in a civil manner.

 D.  Practice the golden rule and do unto others.  Think before launching a personal attack. If the tables were turned, would you want to be on the receiving end?  

 E.  Stay true to yourself and be the better person.   You can only control your actions, not anyone else's.

F. Build your reputation and your legacy one word, one action at a time.  Your name is synonymous with your character.  Make sure the mention of your name makes someone smile and not roll their eyes in disgust.


 I am all for the First Amendment:

 I don't want speech banned no matter how offensive.

I don't want books like To Kill a Mockingbird banned.

 I want people to hold tight to the constitutional freedoms the founding fathers framed and fought for, which is the right to free speech.

And the only way we will is if we are tireless and brave enough to educate our children about their role as the next generation.


I hope we can teach them to be more thoughtful, kinder, more empathetic people. 

If not, we will have failed in our responsibility to teach them to be verbally articulate, higher level thinkers, and instead, we can look forward to urbane, shock-jocks who will continue to perpetuate and advocate the verbal ruin of us all. 

Don't let it happen!  Speak eloquent truth to power today and every day. 

Or our words will surely come back to bite us!


Most sincerely,

Jayne


Work cited:


Lee, Harper. To Kill a Mockingbird. HarperPerennial, 1961, 2001.

The #1 Way To Get Your Kids Hyper Yet Keep Them On Their Guard, too!

Monday, April 16, 2018


As a 21st Century teacher, are you tired of seeing your students uninvested, lethargic, detached, bored, and disconnected in your E.L.A. classroom?

Sounds dismal, doesn't it, but when kids think of anything related to the English Language Arts classroom, this is how they feel.

And from my vantage point as their teacher, this is the bleak scene I see spread out before me like a wet blanket at a picnic. 

However, if you use Google Chromebooks in your classroom, or you have access to computers at school, and you want to:

  • learn 2 new tips 
  • no matter what grade or what subject you teach 
  • well then, read on.

I urge you to learn about and to implement HyperDocs in your classroom!  HyperDocs give students the freedom to Engage, Explore, Explain, Apply, Share, Reflect and Extend. 

Additionally, by also using GoGuardian, you can monitor students as they work and make sure this is indeed what they are actually doing in your room. 

So, in this blog post
1. You will find out what a Hyper Doc is and is not. There are a ton of links that show you types of HyperDocs and will even help you to create one of your own!
2. You will learn how I implemented one in my classroom. It will help you to see how it works.
3. You will learn about GoGuardian. I give a brief overview at the end of the post.
4. You can use both no matter which grade or subject you teach.


**And, you should feel free to click any and all the links throughout this post to explore more on your own! 

Let's start with HyperDocs!

I had no idea what a HyperDoc was, for I had never heard the term.  Have you?

  • According to Kristen Berg of Berg's 21st Century Tools, HyperDocs "are digital lessons designed to give students opportunities to develop digital literacy.  They come in many different formats with the general purpose of giving students access to resources, and opportunities to collaborate, communicate, create and think critically."
     
  • First, if you have no idea what a HyperDoc looks like, visit the Hyperdocs.co. website to acquaint yourself with HyperDocs. The information below comes from their website.

    These are the ladies who created HyperDocs!

4
These are The HyperDocs Girls- Kelly Hilton, Lisa Highfill, and Sarah Landis!
Here are some helpful tips from their website:

  • Make sure that when you create a HyperDoc, it is not just a digital worksheet.  

"Evaluate your HyperDoc!

Is this a HyperDoc or a digital worksheet? Ask yourself the following:

1. Is your HyperDoc based on a specific lesson design? Shifting from the explain, apply, assess cycle of learning to explore, explain, apply model is a first step in moving from a lecture-based classroom to one which values inquiry learning.
cycles of learning
2. Did you include the 4 C's in your lesson? Critical Thinking, Communication, Collaboration, and Creation?
3. What level of critical thinking and technology did you integrate? Is this a simple recall task or does this push your student's thinking? Is it substitution or is the technology used to transform the learning?"
Click here to see how to build your own HyperDoc!  


**For the purposes of this post, I won't show you how to build one; I encourage youto peruse the various templates, and I shall let you do that on your own.

**However, I will show you how I used one in my classroom and how it is, indeed, a HyperDoc and not a digital worksheet.

 I hope you are ready. Let's begin! 

Tip #1:  How I made my students Hyper!

  1. This is an E.L.A. lesson on how to create an introductory paragraph. 
  2. I go in-depth to let you see how the HyperDoc worked in my room. 
  3. This year, our middle school received Chromebooks, and for me, this was a scary new addition to my E.L.A. classroom.  
  4. However, a HyperDoc helped change my perspective!

A Hyper Doc lesson plan is structured in these 7 steps, but again you customize it to fit your lesson objective:
1. You Engage your students.
2. They set out to Explore the topic.
3. The object of the lesson is Explained.
4. They Apply and Explain what they have learned. 
5. They Share what they have learned by collaborating with their teacher/peers. 
6. Teachers can/will Evaluate student learning using formative assessment and student self-reflection. You can also provide a rubric so students understand how they will be assessed.

7.  Student learning can be Extended by providing further resources for future inquiry, and students will utilize the skill learned in the future by using it in a different situation.

  • Again, if you have no idea to what I am referring, I encourage you to go to this link: Hyperdocs.co  for there are ready-made samples of HyperDoc lessons in many different subject categories. There are a ton of them, and you are sure to find one that fits a subject that you teach.

  • Of course, teachers can manipulate HyperDocs in any way they choose, but again, it must follow the confines of a true HyperDoc and not a Digital Document.  (See that section again for clarification.) Click this link to find customizable lesson templates at http://hyperdocs.co/templates

Set Up: I wanted my students to review how to write an introductory paragraph.

By eighth grade, students have been writing essays for some time, so a whole-class lesson on how to craft an introduction did not seem necessary.  The concept just needed to be reviewed.

Therefore, I decided it would be the perfect time to create a HyperDoc for my students.  HyperDocs aid in the gradual release that all teachers are striving for with their students.  YAY!

ActionIntrigued,  I located one and tweaked it for my own purposes.
  • First,  first I found a HyperDoc template, and I designed it to fit the needs of my students. 


  • Since we are using Google Chromebooks, I created it in Google Slides, and then I created an assignment, made a copy for each student, and voila, I sent it to each of my students. 



  • Click on the link above to see what the HyperDoc looks like that I used with my students so that you will understand the process I explain below.  Mine is very simplistic in its design; yours can be more sophisticated, but nonetheless, it proved to be an invaluable teaching tool for me and my students.


  •  It reviews each of the 4 elements of the introductory paragraph and provides a place on each Google Slide for students to take notes, apply and share what they have learned by color-coding and by practicing writing an introduction, and then applying what they had learned by extending the skills learned as they apply them to the essay class assignment. 


    1. So,  first my students ENGAGED and EXPLORED


   A. They ENGAGED by reading the slide with the specific directions which EXPLAINED the objective of the lesson.  

  B. Then, students EXPLORED by donning their earphones and listening to and watching the video on how to craft an introduction from start to finish

This particular video took students to the next level of writing an introduction:
  • Students were introduced to the importance of the Hook, which should grab the readers attention, 
  • the bridge sentence which explains how the hook relates to the thesis without yet mentioning it.
  • Then, students needed to craft a thesis statement, which explains the focus of the essay, and they must put it last in the introduction, 
  • thereby creating an inverted triangle. Students would start out general and become very specific by the time they arrived at the thesis statement. 

     C.  Though this was a review of an introductory paragraph, it would prove to be a bit more challenging than ones they had crafted in the past. For some of my students, they were never introduced to writing an introduction this way, so they needed to focus as they engaged with the video.

     D.  As they explored, students worked at their own pace, for the HyperDoc enabled them to go back and revisit parts of the video on the introductory paragraph as many times as they needed because it was right at their fingertips.

2. Next, students had to APPLY what they had learned: 
         A. While students listened and watched the video, a slide was provided where they could type notes.
     
      B.  Then, students were instructed to go to Padlet (I plan to do a future blog on this site) where they would write on a virtual sticky note about what they had learned from the video about the inverted triangle concept of writing an introductory paragraph.  
  • It would then post on the virtual classroom board.  Students enjoy it. It's fun for the teacher, too.  Instead of sticky notes all over the whiteboard, it's all on the computer!  
  • Students could see what their classmates had written.  So, this stage required them to think critically and also SHARE  

      C.  After the Padlet activity, students went back to the HyperDoc and found the slide that had an example of an introductory paragraph. Students had to read it and then identify its parts by color-coding each of the 4 components necessary for an effective introductory paragraph.

      D.  Finally, they practiced writing an introduction as well. On the next slide after color-coding, they had to choose between two prompts, and this is where students would practice and APPLY what they had learned.

      E. Again, they could return to the video or the color-coded paragraph for help. They could also utilize a slide in the HyperDoc that lists the 4 parts of the introduction in the order they appear in the paragraph.

     F.  As students progressed through the slides, they could change font styles and colors to customize the HyperDoc to their own learning style.  So, it taps into a student's modality of learning.

      G.  Moreover, no more paper and pen. This Google Slides presentation will live forever in a student's Google Classroom Stream. None of my students can whine and say they have lost it. I know where it endures forever!  Whenever they need to write an introductory paragraph for any class, not just E.L.A., they can find it right here as they have easy access.

       H.  In addition, every year students tell me they know the basic parts of an introduction, and although they can name the parts, they can't always apply them to an essay we are writing.

  • Thus, this HyperDoc requires not only understanding of the definition of each piece of an introductory paragraph, but the application of each component as well.  The HyperDoc gives students a place to do all of this on their own and at their own pace.


 3.  After I EVALUATED how effectively they wrote their practice introductions, we communicated and collaborated: 

         A.  When my students finished writing the practice introduction in the HyperDoc, they shared them with me, for they "turned them in" to me in Google Classroom.

  • Communication: I reviewed each student's introductory paragraph by commenting on the slides about what was working and what was not. Thus, I was able to very easily and quickly formatively assess who was at mastery level at crafting an introduction, and who was struggling with this application.

  • Collaboration: As a follow-up to my comments, I easily returned each HyperDoc to its creator, and if they needed to make corrections, they would revise and edit and then  SHARE it with me again. 

  • Also, since this was done in the classroom setting, I could help students who were struggling or didn't know how to correct one of the elements of the introduction I had commented on. Students could come forward and ask me a question, and  I conferenced face-to-face with these students.




   4. The next phase is referred to as the EXTENSION or Creation phase:
      
        A. Now that students had practiced how to write an introductory paragraph, read my comments and made corrections,  they would then return to the essay we were working on in class.

  • Students had already written the body paragraph, so now they were charged with creating the introductory paragraph for a literary essay on Ray Bradbury's short story, "The Veldt." 

  • Hence, as students worked through their first drafts, they needed to engage their higher-level thinking skills as applied the elements of an introduction. This is indeed the EXTENSION phase.  

  • Although they can regurgitate the parts of an introduction, they have difficulty coming up with a Hook, bridging it to the topic without mentioning the TAG, and formulating the thesis statement.  

  • Also, students usually forget the TAG and are not always exactly sure of the focus of the essay.  So while this seems simple, I was shocked to find how many students struggled when they had to write the introduction on "The Veldt."  

  • For some, this was very challenging, and they are most often surprised at how difficult it can be to write an introduction. It seems easy, but it definitely involves the integration of higher-level thinking skills and the application of the components of an introduction. Therefore, I encouraged students to revisit the HyperDoc during the EXTENSION phase as they worked on the rough draft of the introductory paragraph of the essay.   


        5. As an addition to the EXTENSION phase,  students engaged in the revision and editing phase, and students SHARED their introductions with a partner as they peer-edited.  It was great for each student to read an introductory paragraph written by one of his/her peers.  

     A. From my experience, most students learn best from each other.  As they peer-edited, I encouraged them to open and refer to the HyperDoc and comment on their partner's writing and integration of all of the necessary components.


  • I also applied a rubric to the assignment and it clearly delineated what the introductory paragraph should consist of, so the students could use it as a checklist.


  • My students don't always value the Sharing stage, but I do since it affords each student another pair of eyes before it comes to be for a grade.  A peer-partner can read his/her partner's introduction, evaluate it against the rubric, and offer either praise or assistance before it is turned into me for formal assessment.  It gives students another bow before the final curtain.

  • Furthermore, I think students are often more comfortable being constructively criticized by a peer than by a teacher.  I allow students to choose a peer editor of their choice, but I caution them to choose wisely as this person needs to be honest with his/her feedback and not let friendship get in the way of effectively evaluating his/her partner's paper.

  • Furthermore, students come to realize that there is no such thing as one and done.  Writing is rewriting. 

  • Also, by having received the rubric ahead of time, students know exactly how they will be evaluated. They know how they will earn their grade, and it is up to them to make sure their introductory paragraphs have all of the necessary components in the order they should be presented.  

  • So, just as the peer-editor did his/her job, the student must then go back and make any necessary changes that are indicated by the peer-editor. If he/she does not, he/she reaps what he/she sows.

      6.  As a result, I am sure you can see that this was a HyperDoc and not a  digital worksheet! 

    A.  This HyperDoc required each student to engage, explore, explain, apply, share, reflect/ evaluate and extend his/her learning in an articulate, intellectual, and critical manner. 

Hence, students accomplished the 4 Cs, for they:
  • engaged in critical thinking, 
  • communicated with me, 
  • we collaborated through Google and if need be, with face-to-face interaction



  • and from their slides, they worked hard to create their introductions which they are ready to Share. 

So, here's the sum up about how to make kids Hyper in your classroom:


  • If you are a fan of Facebook, I encourage you to join the FaceBook HyperDocs page and share it with your colleagues as well. Once you join, you can search and find ready-made HyperDoc lesson plans to use with your students. You can create your own as well. 


Tip #2: Here's how you can guard your students and keep them on their guard

      Ultimately, HyperDocs certainly give students a level of autonomy that should be an integral part of any classroom where the goal is inquiry-based learning. Working on the Chromebooks certainly allows for this; however...

 If students working at their own pace on a HyperDoc scares you a little as you worry you won't have full control over what they are doing on their Chromebooks or on any computer... 

 Let's briefly talk about GoGuardian!  You can Guard your students and keep your students on their guard!

If you are worried about allowing students to work independently on their Chromebooks I encourage you to use GoGuardian.  

  • Your school district administrator would most likely buy it for administrators and teachers, but if you visit the site, you can try it out and see how it works. 

  • You can create a session for each of your classes, and you are able to monitor students and let them know that you know what they are working on at any given moment. An account is very easy to set up for all of your classes.  

  • You can see on your computer screen what everyone is doing in your classroom when they are online. 

  • And, if your students are not doing what you asked, you can send messages to them to shut down inappropriate tabs, and you can even lock their computers! 

 
  • It's an awesome resource, for as a teacher, we don't have eyes that can be everywhere! 

  • Try it! Students are shocked when you check them! It's so funny.

So, those are the 2 takeaways from this post on how to make kids Hyper and keep them on their Guard at the same time!  

Try HyperDocs and GoGuardian; you won't be sorry! 

You'll be invigorated, and so will your students. Again, click the links above and peruse them yourself. You will be so glad you did!

As always, I thank you for stopping by and reading my words. Please share this with those you know who might be interested.

If you try either in your classroom, I'd love to hear about it.   

I'd appreciate your leaving comments.   I'd love some feedback.

Until next time, I'll be writingupsidedown!


Jayne


Don't Let These 3 Major Blogging Blunders Happen to You!

Monday, February 12, 2018



I started this blog back in July not fully understanding my blogging mission.  

I literally took a leap of faith as I knew if I did not jump in and create my blog, I would never start one---ever!  

However, my impetuous move did not yield the desired result:  

I did not have many people viewing or following my blog. I naively believed that if I posted it, inevitably readers would come. 

 Uh, this didn't work for me.  

And now I know why: 
While my initial intentions were good, I was in blogging hell, and it was my own doing--but I didn't even know it!  

Launching-in, without 
  1. a clear focus, 
  2. a definite target audience, 
  3. and without researching blog sites had left me stranded. 

 I had no idea what I was doing!

Luckily for me, the cavalry arrived in the guise of  Kim Crouch, my amazingly tech-savvy mentor, my English colleague, and an experienced, seasoned blogger.  


When I sought her expertise on blogging, she gently pointed out several mistakes I unwittingly had made and I wish to pass them on to you since you may not have a Kim in your life who can help you.


Mistake # 1:  Though your blog is about your interests and experiences, you need to direct it toward your audience and offer them a takeaway moment!  


First, Kim explained that blogs have different purposes; readers come to a blog to experience a takeaway moment.   

My blog lacked this crucial element.  


I was so caught up in my own story, I wasn't offering anything more than a personal epiphany or lament.  


Therefore, I had nothing tangible to give, so I had already lost my audience, who was my friend on FB. 


Initially, he/she might read my first blog, but if he/she wasn't interested in the subject of writing, he/she surely wouldn't come back for more.


 
For my blog to succeed, the critical question became: 
  • Basically, what did I wish to share and with whom did I want to share it? 
  •  Most important of all:  What would a reader ultimately take away from his/her investment of time reading my blog?


Mistake # 2:  You need a niche.  What are you offering your readers?  What is your area expertise?


The struggles I have encountered as a want-to-be-published author are so similar to the ones my students encounter as they work through a piece of writing in my E.L.A. or creative writing classes. 

Throughout my twenty years in the classroom, I have offered the insights and tips I have garnered from my own experience, and I have helped a countless number of students become confident, creative writers. 


So,  

  • What informational insights will you offer on your  blog? 
  • Which demographic will gain from your insights on your blog?

 Unfortunately,  I still didn't have a great platform on which to present my message        

Mistake #3:  Do your research on which is the best Blog Hosting Site for your purposes!

I initially chose WordPress.com

Yet, I should have done more investigating as WordPress.com and WordPress.org are two separate entities.  


I chose WordPress.com because it appeared to be easy to set up and navigate.  


Yet, it also proved to be extremely limiting with regard to themes, widgets, and plug-ins and what I was able to do with them based on the plan I had purchased. 


WordPress.com was fine if you are writing for your own personal enjoyment.


However, if you want to attract readers and subscribers, you need  to upgrade from a personal plan such as WordPress.org

Therefore, I found  Blogger ,
and I found so many downloadable templates for my new blog, it was hard for me to decide which one I wanted!  

Best of all, when I visited the site, I happily found that there was a ton for FREE!


FYI:  Free templates are great, but you might want to invest money and buy your template to set yourself apart.  

Check out Georgia Lou Studios  

There are so many to chose from depending on the look and functionality you are looking for with regard to your blog site.  

I bought a beautiful template for a nominal fee, and for $125.00 dollars, I hired a designer to put it all together for me.  It was the best money I ever spent. Check them out!

  
So, here are few helpful hints to help you get started on your blogging journey
Are you ready?
Create and Go | Start a Blog + Make Money Blogging

A. If you are a newbie or you want to revamp your blog, check out  Create and Go on Pinterest,    

There are so many practical tips, so click below on the title, and check it out:  Simply, click on the link and take the quiz from Create and Go:

What Kind of Blog Should I Start?

Here's another great resource:

Create and Go-Start a Blog-Make Money Blogging


B.  Additionallly, Mary Jaksch's site, WritetoDone.com is jock-full of helpful writing hints.  I urge you, too, to click on each of the articles below and gain some helpful insights you may not know about blogging:





The articles referenced above, and many more, appear on a great website, 

As Mary Jaksch, the editor and chief, writes on her About page, "Whether you write non-fiction, novels, blog posts, or sales pages - you will find inspiration and tips here at Write to Done."  Visit soon!


C.  As easy as it sounds on the Internet, you may need help setting up your blogging template or your website.  Again, check out Georgia Lou Studios, but the following link will definitely help you to get started:


How to Create a Blog in 2018 (Step-by-Step Guide)


D.  Finally, click on Kim Crouch's blog title, English Oh, My!   Also, click on this link to visit her store English, Oh My! on Teachers Pay Teachers.com.  She has so many creative products you will love to use in your classroom.


English, Oh My!

So, readers, these are the first of many suggestions I will have for you, and I hope I helped you today.

Please share this blog or leave me a comment if the tips were useful to you.

I hope you'll come back and visit with me again very soon!    

My best to you,

Jayne

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