Increasing Retention with Purposeful Movement

Movement with Shurley English.jpg

Is purposeful movement an integral part of your instructional toolbox? I was reminded lately of the power of using motion to assist the brain in the retention of information.  I recently set a goal for myself to memorize a favorite portion of scripture, I Corinthians 13, The Love Chapter, which is commonly quoted at weddings.  As I pondered how to best attack this lofty goal, I was reminded of the units that my former coworker and I designed for our third grade students, years ago.  

You see, we took the vocabulary words in the lessons and brainstormed rhyming definitions that incorporated movement. We found these to be quite successful with the classes in assisting them not only to retain the information, but also to have fun while learning it! So, personally, I used this same method to learn the verbs and phrases associated with knowing how to love unselfishly, and it worked!

Now, I am not a brain expert by any means, but there is certainly something that takes place in the mind when you add purposeful movement to words or phrases. It adds that extra bit of distinctiveness which sticks in the memory bank and causes retention levels to soar!

Why not try adding some motions with muscle to your classroom lessons? It does take some preplanning, but it adds fun and a reason for movement to the learning process.  The Shurley English Jingles are a perfect learning tool to help you add movement into your language arts lessons (…and you can find them for FREE on our YouTube Channel).

As you listen to and learn the jingles, think about each line of text. Pay careful attention to the most important words, especially the verbs. Think of purposeful movements you can associate with the texts of each jingle. You will improve the community feel of your classroom by involving kids in the choreography planning, so don’t be afraid to give them the reins. Of course, you will need to be the final judge about whether the motions they want to use make a good association to the jingle text, but their engagement in this process will be invaluable to them in the long run.

Grammar Reinforcement: Creating Confidence Cards

Confidence with SHurley English.jpg

I love teaching!  I love the challenge of finding ways to teach children how academic content connects to their real life.  My love of teaching has carried over into the world of life coaching, and in this capacity, I can help teens feel good about who they are.

Let’s be real.  Life can be tough for many children these days, and many of them could benefit from a little more positivity in their lives.  For this reason, I found a way to connect my passion for helping teens develop a positive sense of self by using sentence patterns taught in Shurley English. 

Shurley English teaches seven sentence patterns.  All of the patterns include action verbs except for Pattern 4 and Pattern 5.  These two patterns include a linking verb (LV).  A linking verb expresses a state of being and shows no action.  Study the following chart to review the core parts of the seven sentence patterns:

Sentence Patterns with Shurley English.png

The core parts of a Pattern 5 sentence include a subject noun (SN), a linking verb (LV), and a predicate adjective (PA).  The linking verb links the simple subject to an adjective in the predicate part of the sentence that modifies the subject.  As students recite the Question and Answer Flow, a step is included to help them understand clearly that a predicate adjective modifies the subject.  Here’s an example:

Pattern 5 Sample with Shurley English.png

Now that I’ve refreshed your memory about the core parts of a Pattern 5 sentence, I’d like to share an idea that will focus on Pattern 5 sentences AND help your students develop a strong sense of self.  It’s called, “Writing Confidence Cards.”

To get started, you will need ten index cards for each student.  After passing them out, follow these steps:

  1. Review the core parts of a Pattern 5 sentence. 

  2. Write the words: “I am ____.” on the board. 

  3. Tell students that they will be choosing a positive predicate adjective to fill in the blank that will describe them.

  4. Model some positive word choice examples (SP LV PA):

    I am creative.

    I am beautiful.

    I am confident.

    I am intelligent.

  5. Tell students to write a different sentence on each index card.

  6. Review the sentences to make sure they have written appropriate sentences.

  7. Ask students to illustrate and decorate each card.

  8. When students have completed their set of Confidence Cards, they will be able to use them in a variety of ways.  (See below.)

Here are a few “Confidence Card” activities to utilize in your classroom:

  • Ask students to choose one card from their deck as their journal writing topic.

  • Create a class deck.

  • Choose a card from your class deck as the topic for a class discussion as part of your morning routine.

  • Make a duplicate card deck for a think-pair-share activity.  Pass out the deck, making sure two of the same cards have been handed out.  Have students with the same card pair up and discuss how their “I am___.” statement applies to them.

  •  Invite the school counselor to your classroom for a team teaching opportunity to discuss the benefits of positive self-talk.

As you can see, Confidence Cards provide a unique way to reinforce the Pattern 5 sentence and boost your students’ self-esteem. Do you have a unique way to reinforce grammar study in your classroom? If so, we would love to hear your ideas in the comment section below.

Spring Bulletin Board: See How We've Grown!

Spring Bulletin Board with Shurley English.jpg

It’s not always easy to see how much we’ve grown in one year, especially for a child.  Physical growth might be the most noticeable because we can feel it in several ways.  For instance, we can tell when our clothes are too big or too small; they don’t fit right.  We know when our feet have grown because our shoes are too tight, and our feet hurt.  Also, we can tell when our hair has grown when it starts covering our eyes and ears. 

Intellectual growth, on the other hand, is much more difficult to notice.  Other people, like a parent or teacher, seem to notice this type of growth before the individual realizes it!  Everyone enjoys being told how much they’ve grown intellectually, so here’s a way for you to do that in your classroom.

Image Source:  Volunteer Spot

Image Source: Volunteer Spot

Throughout the year, Shurley English students have spent a lot of time building their vocabulary skills to improve their word choice strategies.  They have created their own synonym/antonym booklet, a vocabulary notebook or notecards, and also learned how to use “Power Words” in their writing.  Now, they can use all of these learning tools to help create a spring bulletin board. This bulletin board idea gives your students an opportunity to reflect on the words they’ve learned  and written in their notebooks and to realize how their vocabulary word bank has grown. 

Below are the steps to follow in order to build a “See How We’ve Grown” garden in your classroom:

Step 1: Create a Synonym List:

Materials Needed:

  • Synonym/Antonym Booklet

  • Vocabulary Notebook/Vocabulary Notecards

  • Power Words (found in Shurley English Student Textbook)

  • Shurley English Student Textbook

  • Thesaurus

  • Paper

  • Pencil

To Do:

  1. As a class, create a list of basic words your students overused at the beginning of the year.  (e.g., good, bad, friend, happy, sad, etc.) 

  2. Allow students to work in pairs and assign basic words to each group. 

  3. Have each pair create a list of three to five synonyms for their assigned word(s). 

  4. Encourage students to use their Shurley English resources and a thesaurus to complete the activity.

  5. Monitor students’ work by walking around the room to assist each group.

 

Step 2: Create Vocabulary Flower:

Materials Needed:

  • Circles (pre-cut)

  • Long strips of colored paper (pre-cut)

  • Glue

  • Stapler

  • Black markers

  • Pipe cleaners

  • Green leaves (pre-cut or *create a pattern)

  • *Green construction paper

  • *Scissors

To Do:

  1. Write the basic word in the center of the circle with a black marker.

  2. Write the synonym for that word on half of the long strip of paper.

  3. Loop the long strip of paper so the half with writing on it is on top. (See example below.)

  4. Glue the two ends of the loop together.

  5. Repeat for each synonym.

  6. Once all leaf-loops are constructed for that basic word, glue or staple the leaves under the circle to complete the flower.

  7. Students continue to create flowers to fill your bulletin board. (You might even want to add a clothesline with a few writing pieces on them.)

Source:  IMGLabs

Source: IMGLabs

 Finally, use your own creative flare to build a beautiful spring garden that showcases your students’ growth!  Don’t forget to discuss and celebrate their growth as a class.  When our efforts and growth are recognized, the acknowledgement gives us the extra motivation to keep going.  This is a wonderful way to keep your students engaged and excited about finishing the school year.

 

How to Increase Emotional Intelligence with Controversy and Introspection

EI with Shurley English.jpg

If you have been following my posts about guiding kids to connect emotionally with their learning…thanks! I hope it has been interesting and helpful. I am wrapping up my series with another combo from Jensen’s work: controversy and introspection.

The mere mention of the word controversy is controversial. But what I mean is not going to usher in a strike of some kind and make you want to walk in a picket line. Controversy and introspection in the classroom are a dynamic duo because of the kind of thinking they inspire in your students.

Ages ago, when I was in high school (The exact number of years ago shall remain undisclosed!), I had a history teacher who, quite frankly, was able to teach history from experience…he was THAT old. But, with age comes wisdom—and he had a lot of it. I remember one lesson in particular that affected my learning and thinking in quite an unexpected way. He simply introduced a scenario filled to the brim with controversy. Granted, we were high school students and able to manage some heftier topics. Consequently, if you decide to introduce controversy, you must consider your audience.

Anyway, the scenario my teacher presented was much like a reality show on television where several characters with various talents and skills are introduced. They are placed on a deserted island and have to fend for themselves. Then, a situation is presented that forces you to analyze which characters have what it takes to survive and which characters are expendable because they don’t. You are also given a finite list of goods that have been provided to aid in the participants’ survival, and you also have a list other supplies that can be used creatively to further enable future survival for the fittest, smartest individuals. Next, my cohorts and I were teamed up. We had to discuss each character in depth. We had to weigh out which ones to help and which ones to ignore. Those decisions were based on our own life experiences—the real ones—that helped form our general world views. Wow! You would never have guessed the level of sophistication our conversations reached when we began to make decisions that would positively or negatively affect the outcome of the situation for each character.

I can’t remember a time when I enjoyed my history class more, and it came about because my teacher gave us permission to think through potential real-life situations in a safe zone…and the conversations, the thinking, the arguing were lustrous and titillating! So much so that I still remember the lesson even today!

Well, that’s what controversy, when it is handled carefully and considerately, can offer a learner. Now enters introspection. I grouped controversy and introspection together because one begets the other. When kids authentically analyze a problem and work together to solve it, they demonstrate introspection. If you are familiar with Bloom’s taxonomy, you know that the kind of thinking I am talking about is all too rare in many of our classrooms. Students who are encouraged to express their ideas, thoughts, opinions, biases, and misunderstandings glean so much from every learning opportunity. They learn how to evaluate their own thoughts, behaviors, and actions in light of their environments and cultural groups. Another reason I saved this dynamic duo of social-emotional learning until this post is because it isn’t for the squeamish. It gets gritty, and it is probably best suited for older kids. However, don’t shy away from these powerhouse emotional intelligence boosters, especially if you work with students from junior high level to college. It is the deep and wide thinking you elicit in your students that makes the risk worth taking.

(This post is part of a series on Emotional Intelligence. To start at the beginning, click here.)

How to Increase Emotional Intelligence with Role Modeling

Role Modeling.jpg

Welcome back to my series on emotional intelligence. My two previous articles were closely related because drama and storytelling involve playing the roles of characters. The same is true with this entry about role modeling. Role modeling, like drama and storytelling, reaches deep into the emotions of learners. Real-life situations and relationships get real-world practice in role modeling.

As adults, we play various roles, right? Sometimes we are bankers; sometimes we are coaches. We might even have to be referees! Whatever the role, we can plan to model specific behaviors intentionally and invite others to share their roles with kids. These experiences offer kids real-life opportunities to walk in someone else’s shoes just a bit, and it inspires them.

Role modeling makes learning interactive with live models. Showing kids how they can play a certain role in a classroom or at home can increase their awareness of their own strengths and talents. Kids often begin to demonstrate their abilities in certain domains early. Some kids paint like an artist, while others can sing well. Some kids demonstrate athletic ability early in life while others gravitate toward literature. If you can identify the kids’ strengths, you can then encourage them to express themselves in real-life situations inside the classroom.

If you have a strong art student, model for that student how to create a sketch book of ideas and an art portfolio. Invite a local artist to visit your classroom and conduct an art session for the whole class. Do the same for all of your students who show obvious ability in ANY area. Some students don’t know about their strengths yet, so this is especially important for them. All students will benefit from observing these role models, but for the students who may not think they have any skills or talents, this kind of role modeling could change the course of their entire lives…it’s THAT important!

 

ACTIVITY:

1. For two weeks, watch your students carefully and note any budding skills or talents.

2. Share these notes with parents and other care givers so that they can encourage the child.

3. Invite district or community to discuss their careers or demonstrate a talent or skill to your students.

4. Find ways to create real-life classroom events that highlight various students’ abilities and strengths.

5. Plan for showcase events in various subjects where students show aptitude.

As you help kids invest in their learning through role models, you are also helping them make powerful connections between that learning and their emotions. Emotional intelligence has a quotient you can’t necessarily measure, but if you want to help kids improve their E.I., add role modeling to your bag of tricks. It works!

(This post is part of a series on Emotional Intelligence. To start at the beginning, click here.)

Grow Emotional Intelligence with Storytelling

Storytelling with Shurley English.jpg

Last time, I threw drama into the mix to help kids connect emotionally to their own learning. As we think deeper about how important this connection is, researchers report that storytelling offers a unique opportunity for kids to grow their emotional intelligence quotient.

Like drama, storytelling involves kids in several aspects of learning that help them connect parts of their real lives to stories—stories with many different kinds of characters from various cultures and locations. Each character has a point of view in a story, and it is exciting when kids learn how to analyze a story character and add a bit of their own personality to the interpretation.  

When you teach children how to tell a story with appropriate characterization and a point of view, they naturally evolve in areas like self-awareness, cultural awareness, and insights into universal life experiences. What an important way to help students explore their own cultural roots, traditions, and values! Just grappling with these ideas can help kids find their place in the world.

To get kids started with storytelling, provide several options for them. They can read through several books, magazines, or plays to find one they want to develop into a storytelling performance piece. Click on the link at the end of this post to get some great ideas.

 After your student selects a story, discuss the following presentation points:

1. Vocal Pitch

  • Help the storyteller understand how to vary vocal pitch, tempo, and volume to make characters come alive in a story.

  • Emphasize moments of silence and dramatic pauses to get a character’s point of view across.

  • Demonstrate for the storyteller how to use different exaggerated voices for the characters. Have the storyteller create a strong “narrator’s” voice that will remain consistent throughout the story.

 

2. Body Language

  • Demonstrate how common gestures and body language, stance, and movement help differentiate one character from another in stories.

  • Show how certain types of body movements create emotional responses in the audience.

 

3. Staging

  • Show storytellers how to use “stage” space effectively, using an entire area.

  • Give storytellers many opportunities to practice pantomiming specific activities related to a character.

Storytelling Resources: A popular children’s author, Aaron Shepard, publishes an excellent site for storytelling ideas. Check it out here.

Please visit again soon for my next post, where I will explore how role modeling can further your quest to promote emotional intelligence in kids. (This post is part of a series on Emotional Intelligence. To start at the beginning, click here.)



The Benefits of Using Drama Activities in Your Classroom

Drama with Shurley english.jpg

Next up on the emotional intelligence list is—wait for it…drama in the classroom…the kind that won’t make you nuts! This subject is near and dear to my heart because I have been a community theatre enthusiast most of my life! I suppose I just gravitated toward drama because I liked the fantasy, the story, the chance to be someone else.

Unknowingly, drama was actually helping me become more in tune with other people—on and off the stage. That’s the crux of helping students in the classroom with dramatic presentations. They allow kids the chance to grapple with their own emotions and personalities as they learn how to interpret a character in a play. Kids forge self-awareness skills each time they attempt to interpret a character in a story. These skills spill over into real life relationships.

Self-Management. If there is one quality a teacher wants in students, it’s self-management. Kids who can manage their own practice, their own behavior, and their own reactions to situations have a better chance at success in life. What better platform to practice these behaviors than a play!

Self-Direction. When kids engage in drama, they learn how to explore different parts of their personalities…sometimes parts that are very confusing—maybe even a bit scary. But, the setting for a play serves as a safe-zone by giving them the freedom to try various approaches to interpret their character. Kids who learn how to balance their own emotional needs and wants develop self-direction, in other words, they get motivated. Self-direction is slightly more complex than self-management. Self-directing kids learn not only how to adjust their expectations of themselves, but also that of others. Because drama pushes students to explore their own motivations and the motivations of others, they learn how to direct their own emotional messages and how to perceive the emotional messages of others. What a life benefit!

Fun. While drama does help kids with connecting their emotions with learning, let’s not forget that for many kids, drama is just plain fun! Just as in great novels and stories that kids read, a dramatic or comedic play can have a powerful impact on a kid’s outlook on life. Being involved with others, acting out roles, pretending to be something or someone else is often just what kids need to elevate their self-esteem and grow their confidence.

Give it a Try! To get the drama started in your classroom, search the internet for “plays for kids in the classroom.” You will find more than enough resources to get you going. Also, check out your anthologies and literature sets. Sometimes it is better for you and your students to write your own plays based on stories you all love. However you implement it, take it slow…start small. Then, as you all grow in your ability to interpret the various stories, branch out. I have no doubt you will be pleased with the results you see in your students.

(This post is part of a series on Emotional Intelligence. To start at the beginning, click here.)

Why Playing Games Boosts Emotional Intelligence

Games with Shurley English.jpg

Last time, I told you about nine ways to ignite emotional intelligence in your classroom. I discussed how music can impact emotional connections to learning. Now, let’s examine how bringing games into the school day can support emotional intelligence.

Game On. From the time we are infants, games often play big part in our lives. From Peek-a-Boo to Simon Says—playing games makes us happy. But games do a lot more than meets the eye. Some research says that teaching kids how to play board games, games of strategy, and digital games improves interpersonal and social-emotional skills.

Two Heads are Better Than One. Have you ever heard of collective intelligence? Well, it’s a real thing! Researchers have learned that two heads are better than one, three heads are better than two…you know the old adage. Turns out it’s true, at least for a lot of people. And it’s important for kids in classrooms, too. Games make this dynamic possible.

Decision-making and Predictions. Games, especially games of strategy, promote decision-making and the ability to make predictions based on actions. Think about how important it might be for kids if they learned and practiced how to analyze a chess move or a strategic move on a checker board. Every action leads to an outcome; and the better the kid is at predicting that outcome, the more likely the win. Decision-making and predictions are part of every day life and these are skills worth practicing!

Can I Live With the Risk? What about risk-taking? Yep! Experts agree; risk-taking is essential to learning because the brain is always sizing up situations to decide if staying and fighting is better than running away. Kids who are willing to take risks within reason show increased resilience in the face of adversity. They also show better wisdom when they know when to walk away from a fight. Know what that builds up inside of kids? Persistence! Persistence is one part patience and one part discipline. So, start playing games with kids and you up the odds that they will become more persistent and wiser about their actions. Of course, it’s not as simple as all that. It’s not a one and done proposition, but it has power if it is practiced consistently.

Cooperative Learning. In our learning environments, in or outside the home, games can prompt growth in other ways, too. Did you know that most of the jobs our kids of today will have don’t even exist yet? And did you know that those future jobs, more than likely, will be done in cooperative teams of employees? You know where I am going with this. Never underestimate the power of game play to help kids learn how to get along with one another. We call it cooperative learning for a reason. Yes, game-playing can sometimes lead to all-out mutiny, but it’s in the struggle, the compromise, the fits, and the resolution where kids can learn how to work alongside another and build mutual purpose. They also develop a stronger sense of self as they join in on the push and pull of interpersonal relationships.

As you forge new pathways with your students, remember to include games because they improve learning in ways that matter a lot today and that matter even more in the future. It’s time to get your game on!

In the next part of my series, I will talk about drama in the classroom…the kind that doesn’t make you crazy. Stay tuned!

 

Emotional Intelligence: How to boost learning with music

Emotional Intelligence and Music with Shurley English.jpg

If you are a teacher, you know that teaching—and learning—are emotional experiences. Thanks to neuropsychology and neuroscientists, we have some exciting ways to increase the joy in our classrooms, which in turn increases the learning. Why? It’s one of the most basic concepts in teaching and learning…happy kids learn new things easier than stressed out kids.

Eric Jensen, a pioneer among neuro-educators, suggests nine ways to ramp up the emotional intelligence in the classroom or in any learning environment. To help students connect positive emotions with learning, try adding in some of the following strategies:

  • Music

  • Games

  • Drama

  • Storytelling

  • Role modeling

  • Celebrations

  • Controversy

  • Rituals

  • Introspection

For the next several weeks, I will unpack each of these strategies and offer some examples of what they can look like in your environment. Let’s get started with incorporating music.

Whether we’re talking about vocal or instrumental music, classical or jazz styles, music from a radio, or from the streaming device of your choice, music in your students’ ears can elevate their learning. Jensen includes music because of what the research shows.

Music, as long as it is added intentionally and not overdone, can relax students. This “de-stresses” them and primes them for effective learning. We all know how stressed we can feel when too much information is crammed into our heads. It can halt our ability to listen actively and process new ideas.

But, music changes the brain’s neural map. When kids get to learn how to play a stringed instrument or one that requires the fingers to change positions, cool neural interactions happen inside the brain.

Since many schools can no longer afford music programs for the whole school, teachers who invite music into their classroom can still save the day AND positively influence their kids’ brains. When students get the chance to sing, dance, play instruments, etc., the parts of their brain that process music develop extra neurons! Voila! Better brains—better learning!

Shurley English makes it easy to adopt music in the classroom with musical and rhythmic jingles that teach grammar. Kids easily connect their emotions to their learning during jingle time. You can too! For more information about ideas to bring jingles and other brain-building activities to your kids, go to our website: www.shurley.com and check them out.

Remember to keep the link between students’ emotions and the learning process in mind as you plan and deliver all of your lessons.  Emotions drive attention, which in turn drives learning and memory.  

(This post is part of a series on Emotional Intelligence. To continue to part two, click here.)

Activity Time: Understanding Verb Tenses

Verb Tenses with Shurley English.jpg

Did you know that a verb can tell time?  It’s true!  Within every verb is a little piece of information called tense. The tense of the verb tells you when the action of the verb takes place. Mastering the use of correct verb tense is a critical skill that allows a speaker or writer to purposefully convey “time.” 

Do some of your students struggle to understand the difference between simple present, past, and future tense verbs?  If so, Shurley English has an activity that just might help them comprehend verb tense with more clarity!  Follow along, and I’ll show you how it’s done!

1. Give students a paragraph that is written in present tense:

Present Tense Verbs with Shurley English.png

2. Have students identify all the verbs in the paragraph by highlighting or underlining them:

Present Tense Verbs II with Shurley English.png

3. Next, ask students to write the verbs in order on a separate sheet of paper and verify that they are written in present-tense:

Verbs 1 with SHurley English.png

4. During the next step, ask students to change the present-tense verbs to past-tense.  

Tip:  If you want to change a present-tense paragraph to a past-tense paragraph, you must change each verb to past-tense, one at a time.  Example:

Verbs 2 with Shurley English.png

5. Finally, have students rewrite the original paragraph, inserting the past tense verbs in place of the present tense verbs:

Past Tense Verbs with Shurley English.png

This activity purposely focuses students’ attention on the tense of each verb in the passage.  It teaches students to use consistent tense to show actions that occur at the same time.  If they want to change a present-tense paragraph to a past-tense paragraph, students learn that all they have to do is change each verb to past tense, one at a time!   

Comment /Source

Cindy Goeden

Cindy Goeden has enjoyed being involved with Shurley English for the last sixteen of her twenty-six years in the field of education.  Working with various levels of students in elementary, junior, and high schools, in both the private and public arenas, Cindy surely is thankful for the providential day that she was introduced to Shurley English, which changed forever her approach to Language Arts instruction. That has led to her current job of having the joy of sharing about Shurley with other educators.  Her love of learning has prodded her to earn over two hundred and twenty hours, which includes two bachelor degrees in education.

 

Cindy currently lives with her husband, Donald, in Indianapolis, Indiana, where she enjoys puttering in her flowers, changing up her décor with the seasons, and occasionally getting out and traveling with Donald to either explore a new beach or view historic sights and gardens.