DOCUMENT RESUME

ED 406 351 SP 037 242

AUTHOR Doan, Sheila; And OthersTITLE Try It--You'll Like It. Hot Tamale Motivational

Strategies for Classroom Use.INSTITUTION Michigan State Dept. of Education, Lansing. Adult

Extended Learning Services.SPONS AGENCY Department of Education, Washington, DC.PUB DATE 96NOTE 111p.

PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Adult Education; *Class Activities; *Cia6.sz'oom

Techniques; *Creative Activities; High Schools;Learning Strategies; *Motivation Techniques;Proverbs; Teaching Methods

ABSTRACTThis booklet consists of approximately 50

motivational instructional strategies identified and used byeducators in adult high schools. Strategies include the use of humorby teachers; an emphasis on student autonomy, responsibility, andcollaboration; and self-analysis of work. Specific, ideas includeinvolving students in activities, making education relevant tostudents' life experiences, involving students in goal-setting, usinggroup activities and enhancing self-esteem, positive role modeling byteachers, and having a variety of activities such as performingskits, creating in-class businesses, end using art work to inspireclassroom discussion. The activities encourage students to bringtheir own contributions to the classroom. Most exercises are precededby a proverb. (JLS)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC,

This document has been reproduced asreceived from the person or organtzatonoriginating tt.

0 Minor changes have been made to improvereproduction Duality.

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lei acts

Hot Tamale Motivational Strategies for Classroom Use

2BEST COPY AVAILABLE

FLINT MAEPIP (1996)

WRITTEN & COMPILED BY:

THE INSTRUCTIONAL STRATEGY GROUP

Sheila Doan, Mott Adult High School, Flint, MINatalie S. Glime, Southfield Adult Education, Southfield, MIHelen Maroun, Southfield Adult Education, Southfield, MIGerald Prosch, Mott Adult High School, Flint, MIBetty Ryan, Mott Adult High School, Flint, MI

This project was funded in part by Section 353 from the US Department ofEducation through the office of Extended Learning Services, MichiganDepartment of Education

3BEST COPY AVAILABLE

PREFACE

The following booklet was compiled by the Instructional Strategies Group for theresearch project Michigan Adult Education Practitioner Inquiry Project 1996 (MAEPIP)

and it was funded by The Michigan Department of Education Office of Extended

Learning.

Included in this booklet are the most effective motivational instructionalstrategies identified and used by adult educators. As you read the pages of thebooklet, we challenge you to implement some of these "tried and true" methods. Wealso encourage you to vary and adapt them to your classroom needs.

4

DEDICATION

To Gail Rachor, Educational Director, who through her positive modeling,

stimulated our thoughts and challenged our capacities which resulted in the

presentation of this book.

book.

*******************************************************************

ACKNOWLEDGMENTS

The group acknowledges Betty Ryan for the formatting and typing of this

Thank you, Betty

5

CONTENTS

A CA conversation starter 23 Class Project 27

Adopt A Tree 95 Confucius (quote) 4

Adult Learning Goals 43 Controversial Statement . . . . 29

Afterwards 99, 100 Cut-out Telegram 65

A Hat Full of Laughs 37

Anthony, Robert Dr. (quote) 82

Art Motivation 21

DBacon, Francis (quote) 26 Did You Know? 87Bibliography 101 Direct Quotations 55

Brainstorming 85 Donut Shop 17

Brilliant, Ashleigh (quote) . . . 84

6

E H

End of the Class 79 Help? What's Wrong 91

Enthusiasm 13 Herbert, George (quote) . . . . 10

Evaluation 51 Heteronyms 89

Expectations 49 Heywood, John (quote) 32History 5

F Hobbes, Thomas (quote) . . . . 24Humor 33, 35

Family 47.

Field Trip 3

First Experience 41

Flint, Cort R. (quote) 12Franklin, B (quote) . . . 22,28,30 I Was There 61

G J

Group Contributions 9 Journal Writing 83

Guessing 59

M P

Math-total Sequence 71 Peer Teaching 1

Physical Exercise 77Pope, Alexander 18

N Prompt Feedback 45

Newspaper 63 Puff Ball 25

Noisy Students 53 Punctuation Marks 57

0 ROld Spanish Proverb 96 Ray, John (quote) 20

Our Daily Bread (quote) 8, 14, 16 Role Model 19

. . . 70, 72, 74, 76, 78, 80, 90, 92

8

S

Schweitzer, Albert 6Self Esteem 11

Sense of Smell 81Sensory Language 93Set Goals 7Signs and symbols 75Szasz, Thomas (quote) 2

T

Teacher Modeling 39The Newspaper 63Thought for the Day 73Twain, Mark 1

U

Unknown, (quote) 34, 36, 38, 4042, 44, 46, 48, 50, 52, 54, 56, 58,60, 62, 64, 66, 68, 86, 88, 90, 92

V

Variety 15Vocabulary Building 97, 98

Words at Play 69Word Origin 67

X

Xenophon (quote) 94

9

1

Peer Teaching/Cooperative Learnino

The food production worker class adult students trained the middle schoolstudents in all aspects of running a commercial kitchen. Middle school studentsworked in different stations of the kitchen each week and were taught by the adultstudents. Food was prepared and served by students. Seeing and touching theirproducts (food) helps to motivate

Deborah K. Gibbs-Halm

10

QUOTE

BOOM IS THE FEELING THATRYTHING IS A WASTE OF TIME;

SERENI THAT NOTHING IS0

THOMAS S SZ

3

Field Trip

I plan field trips to places in which most people wouldn't think an Alternative High Schoolteenager would be interested. The destinations usually have historical significance that relate tothe course material. All students are required to dress their best for these trips. The key to themotivational value of the trips are as follows:

1. Students must have the knowledge necessary for the trip. The students aretold that before the date of the trip, they have to have a certain amount of materialread. Also every student must receive passing scores on the relatedassignments, projects, tests, etc... The students accept this explanation withoutargument. It generally motivates the students to do the work.

2. Students self-esteem improves and motivation is increased. When thestudents dress their best, they are treated accordingly. When adults treat themwith respect and dignity, it sparks motivation within them to build upon theexperience by trying more often.

Amy Sharpe

1 2

QUOTE

TO KNOW WHAT IS RIGHT AND NOTTO DO IT IS THE WORSTCOWARDICE®

CONFUCIUS

5

History

I try to make subject matter fun and interesting for students so they can see therelevance of learning the material in their lives. For example: I teach history and I tryto relate events in history to the students' lives today. Students can transfer theclassroom theories to daily living experiences.

I like to get students involved in the learning. Sometimes it may be having themread about a topic (not from the textbook all the time). I encourage them to worktogether to answer questions. I like to tie-in other subjects to history, especially art &literature. Several times if we are studying a .culture, I ask my students to makesomething pertaining to the culture. Example: a coat of arms for the Middle Ages.

Cheryl A. Ryan

QUOTE

EXAMPLE IS NOT THE AI THING ININFLUENCING OTHERS., IT IS THEONLY THING.

ALBERT SCHWEITZER

7

Set Goals

Help students set goals that are achievable, that are believable, that can beseen and measured on a daily basis. The goals should be something that is desired bythe students and something to which they are committed. Finally, arrange a schedulewhereby the students can review their goals at specific times.

Part of the real life experience is helping the students realize that what islearned in class can be helpful outside of the class.

I try to find a useful purpose for what I am teaching for all levels and abilities. I

give examples how my subject matter will help them achieve their goals. I explain howto use math in their lives.

I try to always encourage, accept some setbacks as normal, and let my adultlearners know there is no shame in not knowing, but in not trying.

Anonymous

16

QUOTE

TEAMWORK DIVIDES THE EFFORTAND MULTIPLIES THE EFFECT.

OUR DAILY BREAD

9

Group Contributions

I suggested to the groups that they would be a part of a study to help makeeducational situations improve for the future. They were seniors in high school and feltthey knew how things could improve. They suggested sending letters to thenewspapers, congressman, or even to the television news reporters.

Ann Wuelser

18

10

QUOTE

HE WHO CANNOT FORGIVE OTHERSDESTROYS THE BRIDGE OVERWHICH HE HIMSELF MUST PASS.

GEORGE HERBERT

11

Self-Esteem

Self esteem building strategies...even a small success creates motivation and athirst for more "success." Initiate a community service. Example: Become a secret palto a shut-in or an elderly person in a medical care facility. Some of the patients in thefacility have little or no family contact. The students eventually begin to feel that theyare important and can make a positive difference in someone else's life.

Promoting teamwork and team pairs with different strengths (or potentialstrengths), builds confidence and allows them to realize their particular values andabilities. Also, occasionally I will show my personal mistakes in order to let them knowthat everyone makes mistakes. I emphasize that it is part of the learning process andthat it is okay to make a mistake.

20

12

QUOTE

ONE OF THE MOST DIFFICULTTHINGS TO GIVE AWAY IS KINDNESS-IT IS USUALLY RETURNED®

CORT R. FLINT

13

Enthusiasm

As a model, show enthusiasm, interest, a positive attitude, and your student willdo the same. Get involved and laugh with them. Enjoy their hopes. dreams, life goals,successes, and accomplishments.

Linda Kmit

22

1

QUOTE

CORRECTION DOES MUCH;ENCOURAGEMENT DOES MORE,

OUR DAILY BREAD

123

15

Variety

Fun activities for the students include performing skits, creating cartoons,performing plays (with the use of tapes or cassettes), developing their own televisioncommercials, folkdancing, inviting guest speakers, and posting pictures of an ethnicbreakfast on a bulletin board.

Gina M. Furnarl

24

16

QUOTE

BE PATIENT WITH THE FAULTS OFOTHERS; THEY HAVE TO BE PATIENTWITH YOURS®

OUR DAILY BREAD

17

Donut Shop

To start a donut shop business and use the students to organize the businesscan be a great motivational strategy. Each student would contribute a dollar to buy ashare in the business and complete the details of financing the business.

Anonymous

26

19

Role Model

Use yourself as a typical example of a person who made it through life againstall odds. Your life experience can be a motivational strategy.

Anonymous

27

20

IT IS T H'WELL L

28

21

Art Motivation

So you want to expose your students to art. Why not do it? Simply hang a.painting and have a discussion on color, mood, style, feelings, and media used by theauthor. Ask students what their feelings are. Display these pieces along with students'remarks and the author's name and history on the picture. Culture just came into yourroom with no pain and no strain.

Natalie S. Glime

22

T

J F NICLIN

30

23

A Conversation Starter

A conversation starter is begun by placing two to three words on the board orplacards. Ask the students what they can say without giving little thought about thesewords. As in brainstorming, write down the ideas given by the students so that there isa composite of information about these words from which they can create a sentence.Then have them read and share their creations. The surprise is the amount ofinformation the group can compose.

Example: What could they say about the following words?1. salt2. umbrella3. energy

Natalie S. Glime

31

24

CA8 E

NOWLEDGE IS P

THOM S HO BES

25

Puff Ball

"Puff ball" can be used to "jog" and "invigorate" the class, especially after a

difficult or lengthy concentration task. it can serve as a tension reliever while at thesame time become a review of homonyms, antonyms or vocabulary. Gently andcarefully pitch a soft Nerf or rag ball to a student white calling out a word from one ofthe above type lists that students are working on mastering. The object is to have thestudent catch the ball returning it to you with the accompanying word. More than 10minutes of this activity could negate its effectiveness. It is adaptable to any list, table,chart, or fact list that has been created in the class.

Example: The teacher might say "civilized." Student's response: "barbaric."Example: The teacher might say "polite." Student's response: "courteous."

Natalie S. Glime

33

26

QUOTE

SOME BOOKS A ET ET ZTE 9

OTHERS TO BE SWALLOWED, A DSOME FEW TO BE CHEWED ANDDIGESTED.

NCI S BACON

27

Class Project

As a class project, why not write a class song by taking a well-known tune andrewrite new words to it? Naturally, the words chosen should fit the class and thepurpose. This song may be used on special occasions or as a morale booster. Postthese words where they are easily accessible to be sung at a moment's notice ifnecessary. If you prefer not to sing a song, you might use a motto, a poem, or anaxiom--something that will build cohesiveness in the group.

Natalie S. Glime

35

28

WELL DONE IS BETTER THAN LL

BE AMIN FRANKLIN

29

Controversial Statement

You could pose a controversial statement that is of a current, political, economic, orenvironmental nature. This could arouse lively conversation. Next, suggest that the studentsmove to the group that best expresses their feelings regarding the issues. The groups might becategorized as agree, disagree, strongly agree, strongly disagree, or no opinion. Once they havejoined their groups, they are to write down all opinions and thoughts of the groups; afterwhich, aspokesperson will present the groups's ideas to the entire class. How do you know that you haveselected an interesting subject? Just observe how many feelings have been aroused. You maywant to review a few rules with the class before starting:

a. There are to be no interruptions of the speaker.b. Set a time limit for the spokesperson.c. No person is to make negative remarks about another.d. Each person should show respect for the other's opinions.

Since this is an open-ended discussion, you are not looking for a solution. Instead, youare listening and allowing others to express their views.

Natalie S. Glime

37

30

THE DOORS OF WISDO ARE hi ER

BENJAMIN FRANKLIN

31

Axioms/Proverbs

There are so many axioms, proverbs and sayings thatwere ingrained in us since childhood. If the first part of theproverb, axiom or saying is given, can you remember therest? Try this activity with your class and you'll be surprisedat some of the answers.

A thing of beauty...is a joy forever.If wishes were horses...then beggars would ride.It's a wise man who knows...on which side the breadis buttered.Lightening never strikes...twice in the same place.A little knowledge is...a dangerous thing.

Extend this activity by discussing the meaning of eachsaying.

Helen Maroun

39

32

E E THAN

40

33

Humor

"Laugh and the world laughs with you; cry and you cry alone." Humor makes thejob of teaching easier and entices the reluctant learner. Who doesn't like a joke or afunny story?

Encourage your class to collect "tongue-in-cheek" quotations, cartoons, jokes,etc., and have them share their findings in an interesting display.

Sheila Doan

41

34

CETE

SPEND YOU LIFE LI w G PEO LUPo NOT PUTTING THEM DOWN.

35

HUMOR

"I refuse to go to that school," stated the new kindergartner at the end of the firstday. "Why?" asked his worried mother. "There's nothing to do," he answered. "I can'tread and I can't write, and the teacher won't let me talk!"

Humor is a great strategy for motivating students to enjoy learning. So, collecthumorous jokes, cartoons, stories, essays and share them with your class each day.

Sheila Doan

36

YOUR MIND CAN HOLTHOUGHT AT A TIME, MAKE IT APOSITIVE, CONSTRUCTIVE ONE.

NATALIE S. CLIME

37

A Hat Full of Laughs

Keep a cardboard hat on display in your classroom. (Make it yourself and besure to decorate it in some wild and colorful manner.) Keep jokes, riddles,pantomimes, and guessing games in it. The hat game can be used to change a dullmorning and to provide laughter. When it is time for a change of pace, take the hat outand have a student pull out something to do or to say.

Sheila Doan

45

38

REMEMBER THAT RY NE YOUMEET IS AFRAID OF SOMETHING,LOVES SOMETHING, AND HAS LOSTSOMETHING. 1

NATALIE S. CLIME

46

39

Teacher Modeling

Teacher modeling is a way of showing students how to approach a task, such asfinding the main idea of a story. Explicit Modeling: There are two types of explicitmodeling. 1. The "talk-aloud modeling" involves the teacher giving the student aseries of steps they must follow to complete a task, and then ask questions to guidestudents through the task from beginning to end. The emphasis is on the proceduralsteps used to complete a task, like finding the main idea. 2. The "think-aloud activity"involves the teacher sharing with students the thinking process that one must gothrough to approach a task and complete it.

The emphasis here is on the actual thinking process that the student goesthrough in approaching and carrying out a cognitive task, like inferring a main idea.

Betty Ryan

47

Cat) aft TE

REMEMBER THE THRE

RESPECT FOR SELFRESPECT FOR OTHERS; AND

RESPONSIBILITY FOR ALL YOURACTIONS.

NATALIE S. GLIME48

41

First Experience

First impressions are important. Make the first experience with a new subject ortopic safe, successful, and interesting. This is a critical period in determining the wayslearners will respond. Making that initial contact as safe, successful and interesting aspossible will help the learners to form an attitude that will positively influence theirfuture involvement with that subject.

Betty Rya

42

TE

TALK SLOWLY BUT THIN I Et Y.

NATALIE S. CLIME

43

Adult Learning Goals

Give the adult learners the opportunity to initiate and direct their own learning.This should promote a positive attitude toward the learning endeavor. Have thelearners involved in planning and setting goals for their own learning. They should beinvolved in making their own choices about what, how, and when to learn.

Betty Ryan

51

44

U TE

DON'T LET WEEDS GROW 31,2YOUR DREA

MAT LIE S. GLIME

52

45

Prompt Feedback

Provide consistent and prompt feedback to students. Knowledge of results,comments about skill performance, or notes on a written assignment are part of thefeedback given to students. Feedback enhances motivation because it allows thestudents to evaluate their progress, to understand the level of their competence, tomaintain their effort toward realistic goals, to correct their errors with little delay, and toreceive encouragement from their teachers.

Betty Ryan

46

Q TE

JUDGE YOUR SUCCESS BY HATYOU HAD TO GIVE UP IN ORDE TOGET I

NAT LIE S® GLIME

54

47

Family

As a conversation starter, ask each student questions about his or her family.Also, stay in touch with the students about their jobs, small and difficult problems, oranything that concerns them -try including that in the lesson. Work with the adultstudents on the value of their graduation, their children, their spouses, and theirsuccess in life.

Gerald Prosch

48

UOTE

WATCH FOR BIG PROBLEMS. .THOFTEN DISGUISE BIG OPPORTUNITIES.

NATALIE S. GLIME

49

Expectations

In addition to the regular curriculum, have several concurrent and continuingactivities in the classroom. Allow time for them periodically and often. Also write abrief outline each day on the board as to what you want to accomplish that day. Thiswill answer many questions ahead of time. In addition, make a brief list on the boardas to what the class has accomplished previously in the semester. Note how well thestudents are doing and ask if there needs to be more review on any of the prioraccomplishments.

Try to accomplish the majority of this work earlier in the semester. Students donot like to be rushed at the last minute. Keeping this in mind, you may then use thelatter weeks of the semester to reflect the value and application of the course material.

Finally, post the students' successes on the bulletin board.

Gerald Prosch

57

50

D USE TIME 0 0CARELESSLY, NEITHER CAN BERETRIEVED.

N TALIE GL1ME

51

Evaluation

Find ways to test your effectiveness as a teacher -the students seem to like it.You might ask the student, "Is this working for you?" "How am I doing today?" Allowthe student to evaluate your work as a teacher, as well as the school's work.

Gerald Prosch

52

QUOTE

TAKE CARE OF YOUR REPUTATI N.ITS YOUR MOST VALUABLE ASSET.,

NATALIE S. GLIME

53

Noisy Students

To gain respect and to also obtain a quiet classroom at the same time, raiseyour hand in silence instead of yelling. The students will appreciate you more for this.

Gerald Prosch

54

CO MIT YOURSEL TSELF-IMPR EME T.

62

e

T LIE S. GL ME

55

Direct Quotations

At the beginning of a lesson dealing with the concept of DIRECT QUOTATIONS, have acertain group of students give direct quotations by famous people. Seat the students in north,south, east, west and the central areas of the classroom.

At the given signal, these students will stand up and shout their quotation strongly andclearly. Heads will turn in all directions. It will be fun to observe this unruly behavior.

Since the students are speaking individually, thus representing famous people, the classwill realize subconsciously what is a DIRECT QUOTATION.

This approach will lead them to an understanding of the lesson, and with further quotesand usage, the class will learn the lesson and the grammatical usage of quotation marks.Example: sample quotations secretly given to students can be:

"No man is an island, entire of itself." (John Donne) or

"Ask not what your country can do for you, but ask what you can do for yourcountry." (John F. Kennedy)

Helen Maroun

63

FOCC.:

eift

56

THJ

AT

64

t,!

,' 'to

LE 3 GL1ME

57

Punctuation Marks

Substitute the sound of musical instruments in place of punctuation marks. A PERIOD isthe final end of a sentence. It is best expressed by striking the drum once. A COMMA is a brief,delicate break in a sentence. It can be imitated by a triangle. A QUESTION MARK is anuncertain, worried, or inquisitive mark that can be expressed by a tambourine. AnEXCLAMATION MARK is a sharp, unexpected sound that can be signified by the clash of acymbal. A QUOTATION MARK separates the exact words of the speaker from the rest of thesentence. They can be effectively represented by the shaking sounds of the maracas.

As a classroom activity, choose a familiar text, then divide the class into:1. a group of readers2. a group of instrumentalists.

Have the first group read the story and at the appropriate time the second group strikes thevarious instruments.

Helen Maroun

58

TA C F ADON'T LET SOMEONE ELSE CIT

riTIUDE,

MAT LOZ 3® LIME

66

59

Guessing

Prompt the students to make as many intelligent guesses as possible, eventhough they may not know the answers. Guessing is founded on our knowledge andincreases our knowledge when done well.

Write the following message on the board and see how quickly the studentsguess the words based on the consonant clues:

Y__ c_nr dthsmssg g gt drnk fwtr,thncmb_ack nd w_tch th f n.

Place a small, empty box in front of the students. Then ask them to guess whatis in the box. This is a good opportunity to teach the word "empty," discuss synonymsand antonyms, and to use them in sentences.

Helen Maroun

67

113

60

Obi

TIN' IlifIPO T T THIN 2 TO ©

A GOO I TOA GOOD THES

N TA NE S,68

61

I Was There!

Choose an incident in history with which you are acquainted, such as "thesigning of The Declaration of Independence" or "General Washington on theDelaware."

Next, pretend you are in this place watching the event as:

1. a fly on the wall.2. a mouse in the corner3. a cat by the fire4. a spider spinning its web5. a fish in the river

The teacher sets the stage by being the first to tell a story. The students areencouraged to tell their story with historic accuracy.,

Helen Maroun

69

REMIEWHAT L

Th

62

ILO

EPSWANT T

70

ti

63

"HEY, HAVE YOU READ THE LATEST?"

Use the newspaper to motivate reading. Contact and ask your local newspaperif they could provide copies of the paper for class study.

1. According to their interest, students choose an article to readindependently.

2. In small groups they discuss the current news.

3. Encourage students to continue doing this privately in an ongoingmanner.

Helen Maroun

s BE,4,111,.atSE EL 'Pt

62

TtE

T

72

1,40.LIE S.

63

"HEY, HAVE YOU READ THE LATEST?"

Use the newspaper to motivate reading. Contact and ask your local newspaperif they could provide copies of the paper for class study.

1. According to their interest, students choose an article to readindependently.

2. In small groups they discuss the current news.

3. Encourage students to continue doing this privately in an ongoingmanner.

Helen Maroun

73

64

QUOTE

NT LOT

MAT LEE S. SLI

74

41, o,

65

Cut-Out Telegram

Have students send telegrams to some of their friends about a special holiday.Explain to them that they are limited to ten words for each telegram. Look throughmagazines for different size letters and words in different colors. Paste the letters orwords on sheets of yellow construction paper. When the students have completed thecut-out-telegrams, then make a bulletin board display. Have braver students sing theirtelegrams.

Helen Maroun

66

TEE

LEA E EVE i fik 0 zv.s LITTLE ETTENETHA i3 V OT.

LIE S. CLIME

76

67

Word Origin

One of the most effective devices to get students interested in words is to givethem samples of WORD ORIGIN. The interest in WORD ORIGIN will increasevocabulary growth which will then result in an increase in reading efficiency.

Example:

BANJO

Joseph Sweeney Was an Irish musician. He had a one-man band in which hewas a drummer, played a horn, and a number of other musical instruments. He wasnicknamed, BAND JOE, which became banjo.

Helen Maroun77

68

NAT.tz.LIIE

78

LIME

69

Words at Play

A. Make a list of incomplete sentences that can be completed with acompound word.Example: Light at night is (moonlight) or (starlight).

B. Select compound words which can be broken apart.Example: swordfish sword fish

chainsaw chain saw

C. List other words that sound like compound words.Example: nitrate night rate

ice cream I scream

Helen Maroun

70

YE

GE T E EL EVE1ELE

POINT THOUT MAKP

OU D MLY laD

so

71

Math-Total Sequence

How long would it take you to find the sum of all the counting numbers from1-100? Is there an easy way to add them up?

When Karl Gauss was eight years old his teacher asked the class to find thesum of all the counting numbers from 1-100. It took most of the students a long time tocomplete the calculation. Little Karl surprised his teacher by finding the answer veryquickly. He made an important mathematical discovery. Can you figure out little Karl'stechnique?

Here's a hint of how he got his answer so quickly:

4 5 96 97

.101

101101101101

98 99 100

81 Helen Maroun

72

©TEE

THE 1-11 ME PIS T E 1, Fl

OF SOME

82

ElLY R

73

Thought For the Day!!!!

Try beginning your class with a thought for the day. For example:

1. An idle mind is the devil's workshop.2. Punctuality is the soul of business.3. An empty vessel makes the most sound.4. He who asks questions must not avoid the answers. Cameroon Proverb5. Life gives us what we want out of it, if we want it long and hard enough.6. Determination is the soul of any business.7. Make hay while the sun shines.8. As you make your bed so you will lie on it.

Edwin UnaegbuGeoffrey Okorum

83

04.

74

F NG °T1L NT HU TSEtE VI TOL MT FEELS GOOD.

II B

84

75

Signs and Symbols

Make a placard of survival signs and symbols that are seen, that are used, andthat are vital to daily living. Either post them somewhere in the room or use them asflash cards. In this way they are visual reminders to the students that signs andsymbols are another part of language learning. Medical, roadway, directional, maps,and environmental signs and symbols affect their daily survival.

Ida Korzhenyak

76

41)T EE

86

LY R

77

Physical Exercise

After a lengthy mind exercise, it does the body good to stand and do somephysical exercise. Music supplies the ambiance, so pick a "toe tapping," "down home"tune that suggests fun and relaxation. Have all the students stand--even the shy andretiring ones because eventually they, too, will decide to join. If the educator, as themodel, keeps time with the music with a few body shakes, arm and leg movements.then it is a signal that it's okay to relax and let your hair down. Use this antidotesparingly but at strategic times as it will definitely rejuvenate. Now you are ready for avigorous enthusiastic attack on the next task at hand.

Natalie S. Glime

78

TE

ir A G T TH1 TTH1 ELL.,

88

LIITTELE

AILV READ

79

End of the Class

Allow time at the end of class to stand at the door and extend a personal "good-bye" to each student. This can take many forms, starting from a compliment about theirhair style, their sweater, or compliments on how well they did on a spelling test thatday, etc... It does wonders for student morale and it gives you insight into eachstudent. Lake the Hallmark slogan says --"You cared enough...."

Natalie S. Glime

80

TIE

YOU'RE IN TROUBLE WHEN TTHINGS YOU OWN BEGIN TOY U.

90

DAILY BREAD

81

Sense of Smell

As an approach to a free writing assignment, try the "smellies." Disguise 4 or 5pungent smelling articles in plastic bags which you pass around to the students.Examples are perfume or alcohol on a cotton pad, crushed cedar fresh from a tree orbush, cinnamon, or garlic. Next, have students write down what this odor brings totheir minds. Where were they when they first smelled the scent? Who was associatedwith it? When did the experience occur? Use your imagination! Since most of ourexperiences are associated with the five senses, it is doubtful that any student will beat a loss as to what to write. Thus, you have an exciting writing class!

Natalie S. Glime

82

YE

THE ANGRY E ty PLE E TO-0 t SEPEOPLE WHO ARE MOST AF OD.

DR® ROBERT ANT

92

83

Journal Writing

Journal writing isn't new, but it is a wonderful dimension and experience for yourclass. Prepare simple journals for your students and keep them in a special box. Makea daily entry part of the routine. Some students may be reluctant at first and may writevery little, but eventually when they understand the reason and purpose they will add totheir writing.

Journals provide the students with a way in which to ventilate their feelings,thoughts, and moods without fear of criticism or correction. Always ask the students if theyfeel comfortable sharing their journal with you. If they do, then mark the cover with asymbol, read it, and make positive, appropriate remarks.

Natalie S. Glime

84

CAN A BRUISE EGO BE CO SIA WORK-RELATE INJURY?

ASHLEIGH BRL

94

85

Brainstorming

Brainstorming offers a dynamic introduction to writing. Write a word on theboard. Start with adjectives, then continue with more difficult words. Students are tosay words that they associate with this word. The leader places the words on theboard as students give them. There should be no judgmental remarks. The studentsnow have a repertoire of words and ideas from which to begin their writing.

Natalie S. Glime

86

TE

THO REIM TION. NO AILMENT ISSS PENSIVE TO TREAT THANE NE THAT'S AVOIDED,.

KNOWN

96

87

Did You Know?

As part of the classroom ambiance, create a "Did you know these facts?" corner.Here you list facts on health, new current events, unusual words, tongue twisters,parenting information, etc. These should be ongoing and informative. Occasionallyreview or orally quiz the students to provide a way of mastery. Trivial information, suchas this, often gives the shy reluctant students a chance to discuss as they are notthreatened by academic material.

Natalie S. Glime

88

T

BE QUICK TO TAKE ADVA T FA ADVANT GE.

89

HETERONYMS

Heteronyms are words that are spelled alike but have a different pronunciationand a different meaning.

Challenge the students to use these words in a sentence or to compose a storywith them:

content address invalidsubject present recordpresent desert produce

Example: 1. Please present John with a present.2. Are you content with the contents of this box?3. If you do not desert him in the desert, we'll have a delicious

dessert.Helen Maroun

90

TE

KEEP IN MIND THAT GR T L EAND GREAT ACHIEVEMENTS INGREAT RISK.

100

L LE

91

Help? What's Wrong?

WORD DEMONS: YOUR, YOU'RE (Help! What's Wrong?)

Ask students to correct the following "word demons" in the riddles given below:

(Your) in a comic strip. (You're) doghouse is used as a place. (Your) enemy is the RedBaron. (You're) friends are Lucy, Charlie Brown, and Linus. (Your) one of the favorite stripdogs. Who are you? (Your) Snoopy.

(You're) the 35th president of the United States of America. (You're) ancestry is Irish.(You're) birthdate is May 26, 1917. (You're) age at death was 46 years. Who are you? (YourJohn F. Kennedy.)

As a followup, ask students to make their own riddles. Also, students may use otherword demons such as: too, to two, and they're, their, there in stories, riddles and poetry.

Helen Maroun

92

TE

SEIZE EVES Y OPPORT N MTV' EFADDITIONAL TRAINING 0 YJ

93

Sensory Language

Generate from students words that mean different sounds and list them on the board.Example: moo chirp baa buzz drip

toot ouch jingle screech crackboom etc.

Once you have completed a long list, group them into categories:Example: Sounds humans make

Sounds animals makeWater soundsMetallic sounds, etc.

Have students use these words in writing for sensory imagery.

Helen Maroun

103

94

QUOTE

THE SWEETEST OF ALL SOUNDS ISPRAISE,

XENOPHON

104

95

Adopt a Tree

Pick one tree near the classroom where you teach, then adopt it as your veryown. Encourage the students to really get to know it. This activity could turn out to bea year-long project for your class. Students should describe the tree completely bytelling what kind it is, describing its foliage, measuring around the trunk, measuring itsheight and width, describing the changes it goes through each season, and using barkto"fingerpri nt. the tree.

, Ask students to record their findings in a notebook. Revisit the tree as often aspossible and write additional notes.

Encourage the students to use the library to gain, as much information as theycan. They will not only learn .a great deal about this gift, (the tree) but they will alsolearn to appreciate its beauty and purpose.

Helen Maroun

105

96

QUOTE

IN SLEEP WE ARE ALL L®

OLD SPANISH PROVERB

106

97

Vocabulary Building

Word of the Month

Select a key word every month: Example: improvisation, n. Define its meaning:something that is made-up without any previous preparation, or done without much thought suchas a song, speech or monologue done on the spur of the moment. Study the word:

a. learn its derivation, i.e., drawn from the Latin Improvisus meaning "unforeseen."b. List related words, their meaning and part of speech.

Example:improvise, verb--to doimprovising; verb--in continuous actionimprovisor; noun--person doingimprovisator; noun--person in chargeimprovisational; adjective--a way of doing

c. Use the word in a sentence:Jean is capable of improvising new scenes for our class play.

(Continued on next page)

107

98

Challenge: How many words of five or six letters can you find in the wordimprovisation?

impart piston spoon strip import sporttapir train vision visit visor strapsnort smart mason ration maroon provision

Challenge B: Try improvising by selecting one word from the above list. Talk about itand add all the thoughts that come to you.

MASON: a family namea brick layera jack of all tradesa house builder

Helen Maroun

108

100

Could these motivational strategies improve your teaching techniques? Sincemany of our students arrive with a poor self-image, self-defeating attitudes, andnegative behaviors, the monumental task is how to alter these "negatives" so that thestudents are free to learn. Such a task is not easy, but with T.L.C. (tender loving care)positive alterations can be accomplished.

"Fear baggage" carried by students is counter productive to the learningprocess. Some behavior modification is then, required. The motivational strategieslisted are offered as aids. They emphasize student autonomy; responsibility,collaboration, and self-analysis of work as well as immediate feedback from ,botheducator and colleagues. This, supplemented with an exciting, challenging _environment, plus an educator who projects a good sense of humor While maintainingthe role of "resource." will define new vistas. Students who perceive the situation asminimal "risk taking" might indulge themselves to participate, realizing that cooperationis alWays preferable to competition and that learning imparts power for success.

Our attempt was not to reinvent the wheel, but rather to encourage andchallenge you on your amazing journey.

Natalie S. Glime

110

101

Bibliography

Galbraith, Michael W. (1990). Adult Learning Methods. Florida: Krieger PublishingCompany Inc.

Harris, Mary B. (1972). Classroom Uses of Behavior Modification. Charles E. MerrillPublishing Company.

Martin, Robert J. (1980). Teaching Through Encouragement. New Jersey: Prentice-Hall Incorporation.

Silliman, Anna (May/June 1991 - March/April 1994). Hands-on English. (Vol. 1-3).Nebraska: Issues from a Newsletter.

111

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