Category Archives: Classroom

Brain-Based Education and Quantum Learning Core Concept 3: Environment

This post is the fourth in a series of blogs focusing on the comprehensive model of education called “brain-based learning” and the Quantum Learning method that most effectively applies that model. It is our hope that this series will help you to learn more about both the model and the method. Utilizing this methodology in Sunday Church school lessons will enable teachers to heighten the learning ability of each student in their class.

In this part of our series on the brain-based learning program, Quantum Learning, we will explore the third of the five core concepts in this method of teaching. (If you missed our introduction to the program, you can find it here: https://orthodoxchurchschoolteachers.wordpress.com/2020/03/13/brain-based-education-and-quantum-learning-an-introduction/. Brain-based learning is a teaching methodology based on research that helps teachers to be more effective while also helping students to learn in the best way possible.) The five core components of the Quantum Learning System are Foundation, Atmosphere, Environment, Design, and Delivery. All five of these components work together, but even if you are only able to implement one of them in your Sunday Church school class, you and your students will greatly benefit.

The third core concept is that of “Environment.” At the heart of this concept is the idea that even the physical space in which learning happens sends a message to all involved about what is important, so everything there should enhance learning. In the Quantum Learning System, the classroom environment is intentionally designed to support a learning culture. The classroom is inviting and comfortable, but it is also stimulating. Quantum Learning classroom walls feature posters (both inspirational ones and ones that relate to the content being studied) alongside student work. Classroom sounds include music that encourages learning. Props and aromas add interest to the learning environment. Even the physical items and arrangement of the classroom speak: the furniture and decor is intentionally arranged in a tasteful manner, and both plants and lighting add to the environment.

In an Orthodox Church school, educators desiring to create a classroom that supports Quantum Learning will arrange the furniture in their classroom together with plants, lighting, and decor in such a way that promotes a relaxed but energetic environment. They will come prepared to share music that can influence their students’ learning. They will surround the class with beauty, which leads us to God. Posters, student artwork, icons from the Great Feasts, and more can enhance the beauty of a Church school classroom and surround the learners with a “culture” of Orthodoxy that enhances the Church school learning environment.

In future weeks, we will be taking a closer look at the core components of the Quantum Learning system, and offering ways to apply this method in your Church school lessons.

 

Here are some links related to this component:

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“Your classroom environment impacts students’ ability to focus and retain information… Orchestrating the elements in your environment greatly influences your ability to teach more with less effort” (p. 78) There is an entire chapter dedicated to the concept of “Environment” in “Quantum Teaching: Orchestrating Student Success”  by Bobbi DePorter, Mark Reardon, and Sarah Singer-Nourie, published by Allyn and Bacon in 1999. It is available for sale here https://www.amazon.com/Quantum-Teaching-Orchestrating-Student-Success/dp/020528664X

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How our classroom is arranged influences class participation. We wrote about that before, and added related links here: https://orthodoxchurchschoolteachers.wordpress.com/2019/10/04/pursuing-church-school-success-encouraging-class-participation/

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If you missed it when we wrote about classroom environment before, you may want to check out this blog post and the links attached to it: https://orthodoxchurchschoolteachers.wordpress.com/2019/09/27/pursuing-church-school-success-evaluate-the-environment/

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Does your classroom suggest that God is in that space? Does it feel comfortable and safe to your students? This Methodist-written resource may be helpful as you evaluate your classroom environment in the interest of making it more conducive to learning: https://nccumc.org/christianformation/files/Classroom-Environment.pdf

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There are a variety of links at this page that may be helpful for teachers wishing to re-evaluate their classroom environment in the interest of making it even more conducive to learning: Classroom Set-Up Conducive to Learning in Bible Classes

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This article offers 17 suggestions for optimizing learning in your classroom, beginning with enhancing the climate of your classroom and reducing stress. It also recommends changing the environment occasionally, to better fit with learning: https://thesecondprinciple.com/optimal-learning/brain-based-education/

Brain-Based Education and Quantum Learning Core Concept 2: Atmosphere

This post is the third in a series of blogs focusing on the comprehensive model of education called “brain-based learning” and the Quantum Learning method that most effectively applies that model. It is our hope that this series will help you to learn more about both the model and the method. Utilizing this methodology in Sunday Church school lessons will enable teachers to heighten the learning ability of each student in their class.

 

In this part of our series on the brain-based learning program, Quantum Learning, we will explore the first of the five core concepts in this method of teaching. (If you missed our introduction to the program, you can find it here: https://orthodoxchurchschoolteachers.wordpress.com/2020/03/13/brain-based-education-and-quantum-learning-an-introduction/. Brain-based learning is a teaching methodology based on research that helps teachers to be more effective while also helping students to learn in the best way possible.) The five core components of the Quantum Learning System are Foundation, Atmosphere, Environment, Design, and Delivery. All five of these components work together, but even if you are only able to implement one of them in your Sunday Church school class, you and your students will greatly benefit.

This post will take a closer look at the second core concept, “Atmosphere.” In this context, the “atmosphere” of a classroom is not a physical aspect of the room. It is, rather, the general feeling that everyone in the room – teacher included – senses while there. This atmosphere of a classroom is critical to quality and quantity of the learning that can happen therein.

When the atmosphere of a classroom is optimal for learning, the following happens:
The students in the class feel that they are supported and that this is a safe place for them to be. Those in the classroom feel strongly that they belong there. The teacher sets a tone that implies that work will be done, but they do so in a comfortable and motivating way. Everyone in the classroom is working to develop their character, which in turn grows respect and rapport between students and between students and the teacher. Effort is acknowledged, every time that it is put forth, and learnings and achievements are all celebrated.

In any classroom seeking to be successful, but perhaps especially in the Sunday Church school classroom, the atmosphere should be full of joy. The teachers or catechists in a joy-filled Church school class aim to create a sense of community, and koinonia, or fellowship, in their classroom. One way they do so is by showing genuine interest in each student, caring and respecting each of them, and encouraging the students to respond to everyone else in the same way. If each person in the classroom is growing in the “Eight Keys” (the virtues), their growth will help to set such mutual respect in motion. Although the room should have a relaxed atmosphere, students should still be able to pray reverently. The “opening prayer” before each lesson should set a tone of holiness for the forthcoming lesson. Each lesson should contain joy and wonder. Catechists (and students alike) in a joyful class should acknowledge every effort that is made in the classroom and celebrate all learning and achievement.

The atmosphere of your classroom includes the way that you choose to speak to and with your students. It is heavily influenced by your rapport with them. Your personal attitude about Church, Church school and even about learning itself will all contribute to (or detract from, depending on your attitude!) the atmosphere of your classroom. If you work to grow an atmosphere of joy in your Sunday Church school classroom, you will create an atmosphere of joyful learning for both you and your students!

In the future, we will be taking a closer look at the other core components of the Quantum Learning system, and offering ways to apply this method in your Church school lessons.

 

Here are some links related to the atmosphere of a classroom:

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As we wrote before, extending hospitality to our students is a very important way to work towards a healthy atmosphere in our classroom. Here’s what we wrote before, in case you missed it: https://orthodoxchurchschoolteachers.wordpress.com/2019/09/20/pursuing-church-school-success-offering-hospitality-in-the-classroom/

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This Methodist-created document offers teachers a few important things to consider when planning for the atmosphere of their classroom. It suggests that students will respond best if “a friendly voice calls; everyone knows my name; there is a place for me at the table; I feel comfortable here; (and) God is in this safe place.” Read more about each of those learning-enhancing student impressions here: https://nccumc.org/christianformation/files/Classroom-Environment.pdf

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“I learned that it was up to me to be happy. It wasn’t up to my students to make me happy, or my coworkers, or anybody else. Being happy was my job. So what if this year was a little tough? I needed to roll with it, continue to love my students, and move on. I needed to CHOOSE to be happy.” Read more about teacher Teresa Kwant’s decision to face time with her class, including 5 practical ways in which a teacher can choose happiness, here: https://teresakwant.com/choose-to-be-happy-teacher/

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Check out the practical suggestions for improving the atmosphere of your classroom through classroom climate, stress reduction, and individual differences as suggested here: https://thesecondprinciple.com/optimal-learning/brain-based-education/

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Boost  your students’ achievement by focusing on two of these ten boosters which are related to the atmosphere of your classroom. Booster #3 (Connections) and #7 (Engagement) will both help toward that end: http://www.jensenlearning.com/survey/Top-10-Boosters-Student-Achievement.pdf

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“Building rapport and safety takes intention, compassion and risk on your part… The Quantum Teaching way suggests that from Day One, we get out from behind our content and policy, and just get to know our students and build rapport with them. It’s part of establishing an open, effective atmosphere…” (pp. 25-26) If you are interested in implementing the Quantum Learning Method in your classroom, you’ll find an entire chapter dedicated to the concept of Atmosphere in “Quantum Teaching: Orchestrating Student Success”  by Bobbi DePorter, Mark Reardon, and Sarah Singer-Nourie, published by Allyn and Bacon in 1999. It is available for sale here https://www.amazon.com/Quantum-Teaching-Orchestrating-Student-Success/dp/020528664X

 

Brain-Based Education and Quantum Learning Core Concept 1: Foundation

This post is the second in a series of blogs focusing on the comprehensive model of education called “brain-based learning” and the Quantum Learning method that most effectively applies that model. It is our hope that this series will help you to learn more about both the model and the method. Utilizing this methodology in Sunday Church school lessons will enable teachers to heighten the learning ability of each student in their class.

In this part of our series on the brain-based learning program, Quantum Learning, we will explore the first of the five core concepts in this method of teaching. (If you missed our introduction to the program, you can find it here: https://orthodoxchurchschoolteachers.wordpress.com/2020/03/13/brain-based-education-and-quantum-learning-an-introduction/. Brain-based learning is a teaching methodology based on research that helps teachers to be more effective while also helping students to learn in the best way possible.) The five core components of the Quantum Learning System include Foundation, Atmosphere, Environment, Design, and Delivery. All five of these components work best together, but even if you are only able to implement one of them in your Sunday Church school class, it will benefit both you and your students.

This post will take a closer look at the very first core concept, which the Quantum Learning Method calls “Foundation.” In this context, Foundation refers to the context or culture of the classroom. A classroom that is utilizing the Quantum Learning program has at its Foundation the aim of aligning the teacher and the students with a common goal: a learning experience that is successful and positive.

What can we do to make this happen? How can we reach this goal? The Quantum Learning System suggests that students’ and teachers’ goals align when together we create, communicate, and implement clear procedures and rules. Students in a classroom with clear procedures and rules know what is expected and can thus better function in class. This common Foundation prepares students to work towards particular values, while also making them aware of the goals that are set not just for themselves but also for their teacher. The classroom’s culture becomes one based on high expectations, and students rise to the occasion. When classroom procedures and the intentions for interactions are clear, the learning environment is greatly enhanced.

The Quantum Learning System offers several elements that guide the building of a solid Foundation in your classroom. A shared purpose will bring the classroom community together from day 1, and everything else will build on that purpose. Shared principles and values will help the community to support each other in working toward that purpose. Believing in each other’s abilities to learn strengthens the community. And finally, agreeing together on clear policies, procedures, and rules creates an environment that encourages learning and growth.

Quantum Learning recommends setting the purpose of the class with a clear statement, at the very beginning of the year. (For example, “By the end of the year, our goal is that everyone here will be able to explain why each of the major feasts of the Church year is an important part of our Orthodox Christian life.”) Teachers using the Quantum Learning System will enthusiastically transmit this purpose, and coach their students toward that end throughout their time together. Students and teachers alike are continually wondering “what’s in it for me?”, and this purpose begins to answer that recurring question.

Once the purpose of the class has been clearly communicated, it is time to build on that foundation. The 8 Keys of Excellence character principles set the tone for the classroom and act as shared standards which are essential to a successful learning environment. The Keys improve learning for everyone because both students and teachers operating under them feel cherished and respected. The Keys include: Integrity (acting in line with our values); Failure Leads to Success (learning from our mistakes); Speak with Good Purpose (speaking only honestly and kindly); This is it (maximizing our time); Commitment (taking positive steps towards making dreams happen); Ownership (accepting responsibility for our actions); Flexibility (changing the way we approach things if needed); and Balance (nurturing our whole self). These keys fit very well with the virtues which we are always aiming to live by in our Orthodox Christian life. Because of this, they should already be implemented in our Church school classroom. Let us take a moment to look closely at each key and see what we are doing to help our students (and ourselves!) live up to them, and how we can improve. It is important to incorporate the Keys into lessons whenever possible, to help students to see that they’re not just a “stand-alone lesson about a virtue”, but rather that they keep showing up all of the time, because they are actually an important part of our daily life. (Perhaps it would be helpful to create a set of physical keys out of poster board to hang on the classroom wall, as a reminder to ourselves and our students of this Foundation.)

Once our common purpose is established, and we are implementing the 8 Keys, it is important that everyone (both teachers and students) take a scrutinizing look at what we believe about learning and teaching. If we teachers come into a classroom believing that we or our students are not up to a task, we will be less successful in teaching them. If, instead, we choose to carry ourselves with confidence and to teach our students with the expectation they are able to learn what we’re teaching them, it will improve their success. This is an attitude adjustment, but not only that: it may also require physical actions, such as asides that point out to the student(s) what it is that successful students do in order to be successful (for example: “Successful students sit near the front of the room so that they can hear and see what is being taught. Because I know that you can learn this and that you want to grow towards our purpose of becoming more like Christ, I welcome you to sit in the front next Sunday.”). It is imperative that our students know that we truly believe in them and their ability to learn, and it is important that we find ways to communicate that belief to them.

The final piece that creates a successful classroom Foundation is establishing clear parameters and expectations. Clarity in agreements, policies, procedures, and rules gives everyone in the learning community a sense of security and reduces the fear that accompanies the unknown. In addition to being clearly communicated, each of these should have clear guidelines for action if they are not followed, and all should be created and agreed upon by the entire learning community.

This core concept of Foundation is an excellent way to build a classroom based on brain-based learning. But it is not simply a static event or experience: it is a continual process. Classrooms that are utilizing the Quantum Learning System will continually be pointing to their purpose; constantly building the 8 Keys in their life; daily expecting the best success from themselves and each other; and repeatedly revisiting and reclarifying their agreements, policies, procedures, and rules. A classroom with this sort of foundation at its base sets itself up for mutual encouragement and learning success.

In future weeks, we will be taking a closer look at the other four core components of the Quantum Learning system, and offering ways to apply this method in your Church school lessons.

Here are some links related to this component:

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“Foundation is the framework: the shared purpose, beliefs, agreements, policies, procedures and rules that give you and your students the guidelines for operating within your learning community.” (p. 14) If you are interested in implementing the Quantum Learning Method in your classroom, you’ll find an entire chapter dedicated to the concept of Foundation in “Quantum Teaching: Orchestrating Student Success”  by Bobbi DePorter, Mark Reardon, and Sarah Singer-Nourie, published by Allyn and Bacon in 1999. It is available for sale here https://www.amazon.com/Quantum-Teaching-Orchestrating-Student-Success/dp/020528664X

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Find more details about each of the 8 Keys of Excellence at this web page. Each key is fleshed out, including a series of introspective questions that will help students and teacher alike to consider how well they are living up to this key.  https://www.8keys.org/8keys_defined.aspx

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Read more about the 8 Keys and about working together as a class to develop classroom procedures and agreements, in order to form a better foundation for your classroom, in this blog post: http://www.quantumlearning.com/qleblog/excerpts-excellence-teaching-learning-quantum-learning-system/

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“Your students are generally terrible at making the “mental bridges” that link X behavior with Y outcomes. For example, when they put out extra effort, they don’t know that it sets the trend for a lifelong habit of persistence. Attribution, linking what they do to what they get or will get in the future turns out to have a sky-high effect…” p. 4-5 of this document speaks to building bridges by valuing goals (such as the purpose stated in a classroom’s Foundation) and daily pointing students back to that goal. This process helps students to see “what’s in it for me” and how what you are currently learning is relevant to their life. http://www.jensenlearning.com/survey/Top-10-Boosters-Student-Achievement.pdf

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“There are many ways to build grit. Create a common vocabulary for it. Tell kids what it is, and what it is not. ‘Doing THAT shows me a lot of grit!’ Reinforce it every time you see a student pushing through obstacles. ‘I love the way you’re being so gritty with that task.’ Use reflection when ‘grit drops.’ How? You help them connect their values to the task to infuse new energy and effort for success.” pp. 9-10 of this document discuss the “nitty-gritty”, and suggests ways to encourage your students to connect their values with their work. (And there is an object lesson suggestion included that, if you do it, your students will never forget the value of bouncing back and trying again when something does not go right the first time!) http://www.jensenlearning.com/survey/Top-10-Boosters-Student-Achievement.pdf

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Gleanings from a Book: “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker

“50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker is a general-education resource full of ideas and suggestions that will be helpful to any teacher, including Sunday Church school teachers. It is not a religiously-oriented book, but many of the suggestions of ways that teachers can better connect with their students honor those students (even the “difficult” ones) in a very godly, loving manner. Teachers who read this book will be challenged to be the best that they can, and will likely re-read it over the years, in order to continue improving.

The book offers simple suggestions of ways that teachers can improve the environment and interactions that take place within their classroom. The book is based on the premise that “you have to reach a student before you can teach him” (preface), and suggests 50 ways that teachers can best reach their students. The underlying premise is that students are more likely to behave and be engaged in a classroom where they are welcomed, their presence is desired, and they feel valued.

Ideas include: writing to students (and their parents) before the year even begins; greeting every student as they come into your classroom each day; learning about your students’ individual interests; being enthusiastic about what you are presenting in order to breed enthusiasm for learning; being humble enough to admit mistakes rather than covering them up; bragging on your students to others instead of using guilt trips to modify behavior; and much more. Each of the 50 ideas is presented in a bite-sized mini-chapter, including the reasoning behind the idea, how/why it works, points to ponder related to the idea, and classroom strategy(ies) for successful application of the concept.

Orthodox Christians reading this book will see the love of Christ shining through the suggestions that it offers. Teachers who read and implement this book will be honoring and loving their students in an even better, more godly way. Although it’s not “preachy” or religious, it engenders the application of the virtues within a classroom setting. Teachers who read this book from a Christian perspective will feel encouraged to become a more caring teacher, and thus better follow the loving, caring example of Christ.

“50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker can be found here: https://www.amazon.com/50-Ways-Improve-Student-Behavior/dp/1596671327

Here are a few “gleanings” from the book, to give you a taste of the ideas therein:

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“In a classroom where teachers separate themselves physically from their students, behavior suffers. Want a simple solution? Get out from behind your desk or podium and get right in the middle of your students and teach away! This simple act, on your part will send a message that you are ‘right in there’ with them.” (p. 14,  “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker)

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“When students think they have gotten you, you lose every time. When they begin pushing your buttons, there’s no stopping them. But wait a minute. Who showed them your buttons? You did… Students have to think that you are one of those teachers who just does not have any buttons… So what do you do when a student really aggravates you? …You maintain a calm, composed demeanor and deal with the misbehavior in a rational, controlled way.” (p. 45,  “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker)

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“In the classroom, we tend to see more of what we encourage… The very best teachers always ‘catch’ their students behaving, thus discouraging the students who are misbehaving. They know what to ignore and what to notice.” (p. 59,  “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker)

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“…take note of your actions and ask yourself if you are ever prone to intentionally embarrassing students in front of others. Do you single out students who are not paying attention so that everyone else can be made aware of that student’s lack of attention? …Do you ask for public apologies when a student has misbehaved in front of his peers? The list is endless, but we believe we have made our point… There simply is no justification for humiliation… We have yet to meet a truly effective teacher who uses humiliation as a form of behavior management.” (p. 67,  “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker)

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“…students like and need to feel that their teachers find them interesting. Convince a student that you like her and find her interesting, and you’ve forged a connection. When students feel connected to their teachers, they achieve more and behave better.” (p. 84,  “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker)

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“If one of your goals is that you aspire to be the perfect teacher, we advise you to run away from teaching… there is no perfect teacher. Even the very best teachers make mistakes. But one trait that separates the best from the rest is that the best teachers are not afraid to admit their mistakes, even (and especially) in front of their students… part of being a positive role model involves teaching students, through example, how to admit mistakes and how to use them as stepping stones to achievement.” (p. 89,  “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker)

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“Success comes from taking small, consistent steps toward a goal. Effective teachers make their students successful on a daily basis by making everything doable and chewable. Just as, in eating, small bites are better for digestion, in learning, small bites are better for success!” (p. 101,  “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker)

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“…a simple strategy is to get to know your students and find out who they are as people. Do you know your students’ dreams? …Do they know you care? Do you make a concerted effort to show them that you value them as real people with real dreams?” (p. 111,  “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker)

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“We have all experienced the phenomenon of telling a problem to someone who listens intently, only to realize that in sharing the problem we were able to devise our own solution. We often leave that person saying, ‘Thanks for all of your help.’ He often replies, ‘But I didn’t do anything.’ Oh, but he did. He listened… sometimes that is exactly what we need—for someone to simply listen to what we have to say. So listen, lisen, listen to your students.” (p. 124,  “50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges” by Annette Breaux and Todd Whitaker)

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Pursuing Church School Success: Encouraging Class Participation

In this series, we will feature resources and ideas that can increase the learning success of a Church school classroom. In each post, we will share some tips for classroom management and/or ideas for increased student participation. What we share is not a comprehensive list by any stretch of the imagination: there are many more ideas available. It is our hope that what we proffer can act as a starting point toward enhancing the learning that takes place in our Church school classroom. 

 

Student participation is an important aspect of success in the classroom. Therefore, as we actively pursue student success in our Sunday Church school classrooms, we must consider the level of participation invited and encouraged in the class. This post will challenge us to do so.

Think for a moment about your Sunday Church school students. How well do they participate in class? Do you invite them to participate? In what ways do you encourage participation? How could you better welcome their input and ideas?

We discovered various links and articles that we thought may be helpful to you as you evaluate and grow the level of participation that happens in your Sunday Church school classroom. Each is different from the others, so we encourage you to read all of them, to see what strikes a chord with you for your class. We also encourage you to consider asking your students for input: what do they want/need you to do to better encourage them to participate in class?

Here are some links on the subject that you may find helpful. What has worked for you? What related resources would you recommend to the community? Please share them below!

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“Starting on the first day of class, arrange the room in a way that encourages active engagement.” So begins this helpful piece that offers practical suggestions for building an environment that spurs participation: https://teachingcenter.wustl.edu/resources/teaching-methods/participation/increasing-student-participation/

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How do we define classroom participation, how can it be encouraged, and what is a good way to assess it? Find the answers to each of these questions here: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/promoting-effective-participation

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Warm up your minds at the beginning of class; use movement; encourage collaboration — these are a few of the tips this author offers to teachers desiring to grow class participation: https://www.edutopia.org/classroom-student-participation-tips

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Here are ten practical, active suggestions of ways to encourage students (most of the video examples are of secondary students) to participate in class: https://www.teachingchannel.org/blog/2018/01/18/10-top-notch-strategies-12-min

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This blog offers four common reasons students don’t participate, followed by several techniques to solve each of those problems: https://www.teachhub.com/top-12-ways-increase-student-participation

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Good teachers will know how to deal with all types of answers that students offer in classrooms where participation is encouraged. Here’s an article that discusses the most common types of answers kids give and suggests ways that teachers should respond to these answers: https://wellequippedvolunteer.com/2015/05/25/one-way-sunday-school-teachers-can-encourage-active-participation-in-class/

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In classrooms where there is more student-directed learning and less teacher-directed learning, it is still easy for teachers to be talking more than they need to. This article offers 8 ways that teachers can talk less and allow their students to talk even more: ://thecornerstoneforteachers.com/2014/09/8-ways-teachers-can-talk-less-get-kids-talking.html

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Pursuing Church School Success: Evaluate the Environment

In this series, we will feature resources and ideas that can increase the learning success of a Church school classroom. In each post, we will share some tips for classroom management and/or ideas for increased student participation. What we share is not a comprehensive list by any stretch of the imagination: there are many more ideas available. It is our hope that what we proffer can act as a starting point toward enhancing the learning that takes place in our Church school classroom. 

 

We will begin our look at classroom success by considering the environment that your students step into when they arrive. The hospitable classroom climate that we referred to in our last post is influenced by the both the physical environment and the teacher therein. Your room and your influence as a teacher are foundational to the success of your class, so we encourage you to start by evaluating both.

Begin by taking a moment to think about your classroom. Is it welcoming? Is it interesting to look at? Is there adequate seating, or room to otherwise accommodate your students? Is this a room you want to come to? If you were your students’ age, would you feel the same way? What is working well in your room setup? What could you improve in order to better serve your students?

Now take a moment and think about yourself,  from the perspective of your students. What do they like best about you? What do they not like, and how can you work on that? Are they able to understand what you are telling them? Are you speaking and acting in ways that help to get your message across? How well does your body language support what you are trying to communicate with them? Do you treat them in a way that you would want to be treated? Do you remember that they are icons of Christ, and treat them as such?

We have gathered a number of general hints and tips from other teachers, ranging from classroom practice to student management. Most of these are not specifically written to a Sunday Church school teaching audience, but we are confident that you will find them helpful. We will share some links of ideas that teachers have shared about their own classrooms. We will also add a few links that can help you to think a bit more about your own teaching style.

Our goal with this series is to help your students succeed. Crafting a success-inducing environment which is led by a caring and communicative teacher, is a very important place to begin, in pursuit of student success. It is our hope that some of these tips and suggestions will be helpful to that end.

 

Here are some links on the subject that you may find helpful. What has worked for you? What related resources would you recommend to the community? Please share them below!

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At this link, you will find a pictoral list of 35 helpful tips and tricks tried by teachers. Included are suggestions for classroom organization, classroom displays, ways to help students who need to move, and even suggestions of ways to help students manage their phones during class. The article is written for a general classroom, so while many of the ideas here are applicable to a Sunday Church school class, some may not be. https://www.buzzfeed.com/nataliebrown/brilliant-classroom-ideas-from-real-life-teache?utm_term=.mpXbY3nw3#11610181

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This teacher suggests reviewing procedures by writing questions about your class’ daily procedures on separate pieces of paper, passing one of those out to each student, and one at a time during class, asking that one be read and answered. This is a painless way to review the classroom procedures with your class, with everyone having a turn to read and answer. This method could be applied to other things besides daily procedures, as well. https://teacherthrive.com/2017/07/simple-way-teach-classroom-procedures-expectations.html

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Here is a teacher’s description of how she organizes parts of her classroom. Again, some of the ideas will work for a Sunday Church school class, and others may not. We especially liked the code word for movement idea, the two-helper job chart, and the hand signals. Check them all out here: https://www.primarily-speaking.com/2018/05/11-practical-classroom-management-tips.html

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“When discussing class values with my students, I obviously have values that I want our class to embody, but I also let my kids choose. We create the list together. We sign a class contract. These values become a part of who we are and who we will strive to be each day.” Read more about this from the teacher who does not have class rules, only class values, here: http://www.building-brilliance.com/2018/03/why-i-teach-class-values-instead-of.html

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“Children crave someone to guide them so that everyone can feel safe, secure, loved and wanted. When you take the time to work on the structure of your group (and sometimes your own heart!) you will achieve a learning environment that works.” Read the rest of this article to find some Sunday-Church-school-specific ideas for classroom management: https://buildfaith.org/classroom-management-sunday-school-style/

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Find colorful, beautiful, and inspiring classroom setup ideas here: https://chaylorandmads.com/2019/08/03/classroom-ideas/

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Many of these secondary-student classroom setup ideas will not necessarily apply to a Sunday Church school classroom, but they are all inspirational and a few of them would work! We especially liked the flexible seating and the agenda/but why? ideas. https://www.readingandwritinghaven.com/classroom-setup-ideas-for-secondary/

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“In my childhood (in the world of the pledge), there was often talk of living a ‘Christ-like life.’ This was largely portrayed as a highly moralistic life. It also seemed completely boring and unlike anyone I had ever met or admired. The virtues cannot be acquired through models that hold no attraction. Mere morality can never be virtue… As a priest, I’ve never expected children to be ‘little adults.’ However, I want them to see the love of God in the adults around them in such a way that they are not repelled… If you want a child to pray, they should see you pray. If you want them to love God, they should see you love God. If you want them to be able to ask forgiveness, they need to see you do it first.”~ Fr. Stephen Freeman encourages us Orthodox adults to model more than we teach in this blog post: ttps://blogs.ancientfaith.com/glory2godforallthings/2019/08/28/whos-minding-the-kids/

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Are you a great Sunday Church school teacher? You may find it helpful to weigh yourself against these 8 qualities of an effective Church School teacher: https://disciplr.com/8-qualities-great-sunday-school-teacher

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“I learned that it was up to me to be happy. It wasn’t up to my students to make me happy, or my coworkers, or anybody else. Being happy was my job. So what if this year was a little tough? I needed to roll with it, continue to love my students, and move on. I needed to CHOOSE to be happy.” ~ Read more about teacher Teresa Kwant’s tough students, one year, and how she chose to face their time together, including 5 practical choices in which you can choose happiness, here: https://teresakwant.com/choose-to-be-happy-teacher/

 

Pursuing Church School Success: Offering Hospitality in the Classroom

In this series, we will feature resources and ideas that can increase the learning success of a Church school classroom. We will share some tips for classroom management and ideas for increased student participation. It is our hope that this series will benefit Sunday Church school teachers and students of all ages.

 

Begin with Hospitality

The Church School year has already begun for many of us. The beginning of the year is an excellent time to take a look at how well we welcome our students into our classroom: not just at the start of the year, but every time they attend our class. Thus, we will begin this series by taking a look at hospitality in the classroom.

In order to consider the effectiveness of our hospitality as it is extended in our classroom, it may be helpful to take a moment to think about hospitality itself, to make sure we are all on the same page. What exactly does “hospitality” mean? There are multiple definitions. Dictionary.com’s definition is easily applied to a classroom setting. It defines hospitality as “the friendly reception and treatment of guests or strangers.” (1) Mind you, our students are likely only “strangers” the first week or two of class, until we’ve really gotten to know them, but after that, we do well to treat them as though they are honored guests, every time they are in class.

Besides thinking about hospitality’s definition, let’s take a moment to consider how we extend hospitality outside the classroom. What about in our own home? For the most part, when we have visitors, we tidy up before they come, prepare a comfortable space for them during their visit, prepare food for them to enjoy, and have a plan for how we will entertain them while they are with us. We expect similar treatment when we are guests in others’ homes. When we go on vacation, we seek lodging and food based on what looks to be a comfortable match for our needs. All of these are our framework for “hospitality”. We know how to offer it, how to receive it, and what it looks like from afar. But how well do we apply these concepts to our Sunday Church school class and classroom?

Dr. Margo Turner’s article “What we get to do: Hospitality in the Classroom”, written for brainbasedlearning.com, suggests that friendliness and mutual respect, paired with generous service are what we expect hospitality to look like, whether we are extending it or on the receiving end. Dr. Turner suggests that this holds out in the classroom, as well. “Hospitality in the classroom that allows students to feel welcomed is an important learning tool for all…” (2) Her article goes on to mention that studies have found that students who feel included in the classroom are better empowered to learn. So hospitality in the classroom is not just a nice idea: it actually sets the stage for improved learning ability!

It seems logical that students who feel welcomed and wanted in their classes are better able to learn. But how do we extend hospitality in a classroom? We can begin by looking at our classroom itself with fresh eyes. Does it appear engaging and welcoming? Is there anything that we could add (or remove) that will make it feel more like a place where people want to spend time? Once we are certain that the room is welcoming, we can look at our interactions with our students. Do we physically and verbally welcome them to class? (Dr. Turner sends each of her students an introductory letter, complete with a picture of herself, before the school year even begins, to begin building a relationship before they even arrive on day one! Other teachers have unique handshakes or welcome gestures that they extend to each student at the door before each class begins!) Do we involve our students with the creation of class rules and goals? Do we consider our students’ abilities (or different-abilities) and interests as we plan and present our lessons? There are many ways in which we welcome (or do not welcome) our students into our classroom. Perhaps the above questions can be a good starting place for us to honestly evaluate our hospitality towards our students, so that we can find ways to improve.

Hospitality is important at all levels, even in a classroom setting. Let us take a moment to consider the level of hospitality in our classroom, and find ways to make our classroom even more hospitable. Opening our students’ minds to better learning by extending hospitality to them builds a healthy foundation for a successful Church School year.

 

Footnotes:

  1. Hospitality. (2019). Retrieved from https://www.dictionary.com/browse/hospitality
  2. Turner, Margo. “What We Get to Do: Hospitality in the Classroom – Brain Based Learning: Brain Based Experts.” Brain Based Learning | Brain Based Experts, Jensen Learning Corporation, 5 July 2017, http://www.brainbasedlearning.net/hospitality-in-the-classroom/.

 

Note: We will be sharing more about Brain Based Learning, mentioned above, in a series of articles in the spring.

Here are a few resources that may be helpful as you look for ways to improve the hospitality offered in your classroom:

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“We can use every interaction to communicate to the student that he/she is important.” Read the rest of this article in which an educator compares classroom hospitality to her experiences with hotel hospitality: http://ditchthattextbook.com/2014/12/11/4-hospitality-principles-that-can-transform-our-classrooms/

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“I’ve taught in both traditional and nontraditional settings for nine years. However, only recently have I begun to understand hospitality as part of that work. When I started to reframe teaching as the work of welcoming, of stewarding a space, of receiving my students with unconditional presence, my classroom and my students’ learning changed.” Read this, and the rest of the article on classroom hospitality from which it comes, here: https://www.edutopia.org/article/work-welcoming

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Help your students feel more at home in the classroom by providing them with opportunities to share about themselves. Perhaps this “there are four items that tell about me in this bag” idea would work well for your class? http://alove4teaching.blogspot.com.au/2012/07/all-about-me-bag.html

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If you are looking for ideas for creating wall displays that can help your classroom feel more inviting, check out the series of bulletin board ideas we gathered, beginning with this one:    https://orthodoxchurchschoolteachers.wordpress.com/2015/07/31/ideas-for-classroom-decorations-part-1-general-classroom-decor-information/

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Here are a few tips and shortcuts for classroom bulletin boards. They may be helpful as you continue to make your classroom more inviting and hospitable:                                                                                                                                                                                                            http://theappliciousteacher.com/bulletin-board-hacks-to-save-your-sanity/

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Extending hospitality in our Sunday Church school classroom can begin with something as simple as a greeting at the door when the students enter. What if we would take the time to build a personal greeting for each student? It might look something like this:

https://www.youtube.com/watch?v=I0jgcyfC2r8
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Inviting our students’ input in creating classroom rules can be another way to extend hospitality in the Sunday Church school classroom. Here’s a suggestion of basic rules to keep in mind as you work together to create your own set: https://www.scholastic.com/teachers/articles/teaching-content/creating-classroom-rules-together/
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Helping our students know and appreciate each other is another way to extend hospitality in the classroom. Need some ideas of ways to help students get to know each other? Check these out: https://homeschoolhideout.com/ice-breakers-for-kids/

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Hospitality is not just something nice we can offer to our students: it is part of our Faith to live hospitably! This article offers many scripture verses that encourage us to be hospitable. (It’s geared towards families, but the scriptures apply to all Christians!) https://inallyoudo.net/teaching-children-hospitality-using-scripture/

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On Creating a Substitute Folder for Your Sunday Church School Classroom

As Sunday Church Schools in the northern hemisphere prepare to begin a new SCS year, it is time for teachers to begin to ready their classrooms. An oft-overlooked piece that ought to be prepared before the start of the year is a “Substitute Folder.” It is unusual that teachers should miss a Sunday, and most times they are able to find and train their own replacement if they know they will miss a Sunday. However, once in awhile something comes up suddenly and even the most devoted Sunday Church School teacher must miss class at the last minute. This blog post will offer a few suggestions of how to prepare for that unlikely-yet-possible occasion.

In order to be ready for such a time as this, we recommend that every classroom have a “Substitute Folder” prepared. It should be easy to find, and/or the Sunday Church School Director should know where it is so he/she can gather it for the substitute. The folder does not have to be big or fancy: it can just be a simple three-pronged folder, clearly labeled “Substitute Folder.” It should contain the following:

1. A roster of students in the class. (And a seating chart, if you have assigned seats.)

2. An order or schedule of how class usually happens.

3. Helpful notes that the substitute can read quickly to learn more about the students in the class and/or tips that can help them succeed. (This will likely need to be written part way through the year, unless you know all of your students before the year begins.)

4. A lesson plan that can happen at any time of the year. It should be well thought through, and explained in a way that someone could just pick it up and read it while teaching it to the class.

5. Any books or other text that will be needed to teach the lesson.

6. All the photocopies and/or craft supplies (or directions on where to find them) that will be needed for the lesson.

7. An optional other activity or two, in case the substitute would need it to fill time. It could be a suggested related Bible or Saint story to read with/to the students; directions for a review-type game; a pencil and paper activity like a word search or crossword; or a drawing/writing challenge.

You may also wish to include a note to your class such as, “Good morning, class! I am sorry that I am not able to be with you this morning. Please welcome (substitute, insert your name here) who is filling in for me at the last minute. I look forward to being with you again next week, God willing, and will be excited to hear what you have learned in class today! May God bless your learning, and your week! With love in Christ, your Sunday Church School teacher”

It takes a little time and effort to prepare a Substitute Folder. However, the consistency that these plans will offer will ease the substitute’s job while also soothing the students. The one lesson in this folder may last you all year long, God willing, as long as it remains unused! But if for some reason you do need to use it at some point, at least you will be at peace knowing that your responsibility to your Sunday Church School students is taken care of, and that you have done all that you were able to do to teach them on that day.

Here are some links that you may find helpful as you prepare a substitute folder for your classroom:

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This teacher wrote a detailed plan for preparing a sub folder. Intended for a regular school teacher, many of the ideas would also apply to a Sunday Church School classroom. http://www.cfclassroom.com/2012/01/how-to-prepare-for-sub-w-free_08.html

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Here are some free printable pages that you can use as you prepare your folder: http://owlwaysbeinspired.blogspot.com/2013/08/sub-tub-and-sub-binder.html

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This free ebook is geared to a regular school teacher, but many of its ideas apply to a Sunday Church School teacher as well: http://www.cfclassroom.com/2016/03/how-to-plan-for-a-substitute-teacher.html

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You can purchase editable sub folders (geared to regular classrooms, but certainly usable by Sunday Church School teachers) such as this one: https://www.teacherspayteachers.com/Product/Editable-Substitute-Binder-Forms-for-your-sub-binder-or-sub-tub-2830294 or this one: https://www.teacherspayteachers.com/Product/Substitute-Binder-1926462

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In your substitute teacher folder, you may want to include a sub’s report back to you about how class went while you were gone. If you do, here is a free printable that you could use to that end: https://www.teacherspayteachers.com/Product/Sub-Report-Form-for-Sub-Management-Binder-Substitute-Organization-Form-1592692

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One possible resource for a lesson for your substitute teacher folder could come from one of these mini-units. Select a mini-unit that your substitute can share with your students and then prepare a lesson from that unit to add to your folder. Every mini-unit contains lesson ideas for a variety of age levels. See http://dce.oca.org/page/mini/ to find a mini-unit that would coincide well with your regular curriculum!

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Learning from the Saints: St. Peter (June 29)

As we prepare for the Feast of Sts. Peter and Paul on June 29, let us take time to learn more about each of these saints, and help our children to do the same. This post will focus on St. Peter.

St. Peter was born in Bethsaida, in Galilee, to a man named Jonas. His given name was Simon. He lived a simple, uneducated life. Simon earned his living by catching and selling fish, along with his brother Andrew.

 

Our Lord Jesus Christ called Andrew, Simon’s brother, to follow Him first. Andrew invited Simon to follow Jesus as well. Immediately after Christ’s call, the brothers left their fishing nets and followed Him (Matt. 4:18-20). Simon was married, but left his home to follow Christ. One of the times that Christ visited Simon’s home, he healed Simon’s mother in law, who had been sick. (Matt. 8:14)

 

Simon followed Jesus zealously after that, and would not leave His side. He proved his trust in Christ by walking to the Lord on the water when Christ was walking towards the disciples on a boat during a storm. (Matt. 14: 22-32) It was Simon who was the first disciple to recognize that Christ was the Son of God. (Matt. 16:13-20). When Jesus heard that, He said, “Thou art Simon the son of Jonas; thou shalt be called Cephas.” (John 1:42) “Cephas,” translated, is “Peter,” and so that is what we now call him.

 

Peter was one of only three disciples who were invited to go to Mt. Tabor with Christ when He was transfigured before them (Matt. 17:1-9). It seems that Peter wanted to know all that he could about Christ’s teachings. He asked a lot of questions, like: “Explain this parable to us!” (Matt. 15:15); “Lord, how often shall my brother sin against me, and I forgive him? Up to seven times?” (Matt. 18:21); “Lord, do You speak this parable only to us, or to all people?” (Luke 12:41) and “See, we have left all and followed You. Therefore what shall we have?” (Matt. 19:27)

 

Peter later promised to follow Christ “no matter what” at the Last Supper, and Christ told him that he would deny Him three times before the very next morning’s rooster crows. Simon went with Christ and two other disciples to the Garden of Gethsemane, but could not stay awake to pray as Christ urged the three to do. When the soldiers and others came to the garden to arrest Christ, Peter cut off the high priest’s servant’s ear in defense of Christ. Later that night, he faltered and swore he didn’t know Christ, not just once, but three times, during the night of Our Lord’s trials and beatings; and then the rooster crowed. We can only imagine how Peter felt at that moment!

We do not know where Peter was when Christ died. But he was right with the other disciples when the word came that something had happened to Christ’s body! Peter ran to the tomb with John when Mary Magdalene brought the news that Jesus’ tomb was empty. John arrived first, but it was Peter who had the courage to go into the tomb first and see the folded, empty grave clothes. (John 20:1-10)

 

Peter was in the upper room with the rest both times when Christ appeared to all of the disciples. One evening a few days later, Peter decided to go out fishing, and many of the others went with him. They caught nothing. When a stranger on the shore told them to cast their nets on the other side of the boat, they caught many fish (even though the time for catching fish that day was long past). When this happened, Peter realized that it was Christ who was on the shore, and he dove into the water in order to swim to Him! Peter got to eat a fish breakfast with Jesus and his friends that day. He had a second (and third) chance to reaffirm his love for Christ when our Lord asked him three times, “Peter, do you love me?” and finally continued, “Feed my sheep!” (John 21:1-19)

 

Peter was right there watching as Christ ascended into heaven. After the ascension, the disciples stayed in the upper room, praying and waiting for the helper that Christ had promised. Peter was faithfully praying with the others, ten days later, when the Holy Spirit descended on them. At this point, Peter became a mighty preacher! The first sermon that he gave was on the day of Pentecost, and 3,000 people converted after that sermon! (Acts 2:14-41)

 

Peter healed a lame beggar in the name of Christ (Acts 3). God also used Peter to heal a bedridden, paralyzed man and bring to back life a much-loved community member named Dorcas (Acts 9:32-42). He helped to establish the Church in Antioch.

 

It was Peter that first converted and baptized Gentiles, with clear guidance through visions from God (Acts 10). Soon after this, Herod the King started persecuting the Church. One of the first things he did was to throw Peter in jail. God used an angel to free Peter, who went to the house where other Christians were praying for him. The servant girl was so excited to see him when she answered Peter’s knock at the door that she ran back into the room to tell everyone that he was at the door, but she forgot to open the door and let him come inside! Later she left him in and he was able to tell them about the miracle of his release before escaping to another city (Acts 12:1-17).

 

Peter went on to continue to preach the Gospel to Jews and Gentile converts all over Asia Minor. He helped to establish churches along the way. When these churches were being persecuted, he sent them a letter: today we call it 1 Peter, and it encourages its readers to remember to rejoice in sharing in Christ’s sufferings. 2 Peter was written to remind its readers to always seek true knowledge, and to beware of false knowledge. Both of these books were written while Peter was in Rome. (It is also believed that he was the main source of information for St. Mark’s Gospel.)

 

Peter died in Rome, at the orders of Emperor Nero. When Peter saw the cross on which he was to be crucified, he asked to be crucified upside down. He did not feel worthy to die in the same way that his Lord had died.

First-enthroned of the apostles,
teachers of the universe:
Entreat the Master of all
to grant peace to the world,
and to our souls great mercy!

Today Christ the Rock glorifies with highest honor
The rock of Faith and leader of the Apostles,
Together with Paul and the company of the twelve,
Whose memory we celebrate with eagerness of faith,
Giving glory to the one who gave glory to them!

 

St. Peter, Apostle of Christ, intercede for our salvation!

 

Here are some other ways that you can help your Sunday Church School students to learn about St. Peter:

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Find some fun activities that you can use with your Sunday Church School class to help them better understand some of St. Peter’s experiences here: http://classroom.synonym.com/childrens-activities-saint-peter-6932743.html

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Younger children may enjoy this printable color-by-number of the animal that reminded St. Peter of his denial of Christ: http://www.biblewise.com/kids/fun/i-dont-know.php

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Older children will enjoy the challenge of this printable activity puzzle featuring St. Peter walking on water: http://biblewise.com/kids/fun/peter-walks.php

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Here’s a tiny printable crossword puzzle about St. Peter’s experience in jail: http://biblewise.com/kids/images/fun/peter_in_prison.pdf

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Print and color these drawings of St. Peter:

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This Catholic blog offers ideas of things to do with children to help them learn about St. Peter. For example, play “Saint Peter’s Fishers of Men” game! (Note: just remember that this is a Catholic site, so not all of it will work for Orthodox children, but there is a lot that would work!) http://showerofroses.blogspot.ca/2011/06/saintly-summer-fun-saints-peter-and.html

 

On Overcoming the Winter Blues

The beginning of February marks the middle of winter for the northern hemisphere. For many people, winter can a dreary and depressing time. Why is this the case? Are children also thus affected by winter, or is the sense of gloom limited to adults? Can anything be done to help those of us who feel discouraged during the winter months?

We did a little research into the above questions, and learned a few things which we will share with you. We learned that there are multiple reasons why winter can drag down our emotions, especially because of the reduced light and/or sunshine that people living in wintery climates experience. The combination of less daylight and colder outdoor temperatures also discourages people from getting fresh air and exercise (two other possible remedies for combating gloom). We learned that children are affected by these struggles in a similar way as adults are affected. We found many suggestions of things to do to combat the so-called “winter blues” including the idea of getting out of the house within 2 hours of waking up, and exercising (outside, if possible). (Author’s note: my teen son invited me to try this out, so this morning we got up a few minutes earlier than usual, threw on our coats, and briskly walked around the block before beginning our regular morning routine. It was an invigorating and sweet way to begin this dreary, gloomy winter day! We will do it again.)

Below you will find links to a few favorite articles we encountered in our research which address  the above questions. We hope that the next time you experience mid-winter (whether right now or in a few months, depending on where in the world you live), you will find some of this information and these ideas helpful. Together, let us take steps to combat the gloomy feeling that winter can so easily invite in our own life and in the lives of our Sunday Church School students!

“If there were no tribulation, there would be no rest; if there were no winter, there would be no summer.” ~ St. John Chrysostom

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Teachers who may be facing the Winter Blues may benefit from some of the ideas found in this article: https://www.edutopia.org/blog/adding-spring-beat-winter-blues-nick-provenzano

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Help your Sunday Church School students chase their blues away with ideas such as these: http://share.ctainc.com/2017/01/03/111852/

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Sunday Church School students who are feeling weary of winter may benefit from some version of one of these classroom Winter-Blues-beating ideas: http://www.teachhub.com/baby-its-cold-outside-surviving-winter-blues (Note: these are for a regular classroom, but we thought some of the ideas could inspire a Sunday Church School teacher to help their students face the blues!)

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Younger students can benefit from more physically active curriculum in wintertime, according to this blog post: https://earlyeducationplantation.wordpress.com/2016/12/20/6-tips-for-beating-winter-blues-in-early-ed/

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This pdf offers ideas of ways to help young children (either at home or at school) to overcome the Winter Blues: http://www.pakeys.org/uploadedcontent/docs/ECMH/Focus_ECMH_Winter_Blues_1031110.pdf

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Older Sunday Church School students may enjoy a winter-inspired change in the Sunday Church School routine such as the “snowball (review) fight” suggested here: http://teacherpop.org/2015/02/6-classroom-activities-to-beat-the-winter-blues/