It’s possible to make standardized testing a positive, fun experience.
As the date for standardized tests looms on the horizon, the classroom environment sometimes changes. Information is suddenly fired at students at rocket speed because . . .well, just maybe, something will sink in at the last minute, and a few more students will get a few more right answers on the test.
And who can blame teachers for doing so? With so much weight placed on standardized test scores these days, such frenzy is almost expected.
Yet, ironically, the more pressure students feel in regards to standardized tests, the more likely they won’t perform well. There are two primary reasons for this. Some kids shut down under pressure, while others try too hard. However, with the latter, we get stuck in our left hemisphere, thereby increasing the chances of taking the test without the benefit of an integrated brain.
But we can easily change all of the above by making standardized testing a positive experience for everyone. Here’s how:
1. We present a different perspective of standardized tests.
We tell kids that standardized tests are a wonderful “deal” for them. After all, they don’t pay a dime for the costs to produce or score the tests, yet they get free feedback that assesses what they currently know. That’s it.
2. We hype the upcoming testing as if it were the Superbowl, and kids participate in similar activities.
For example, kids can do a daily countdown, such as, “Eight more days to Supertesting! Bring it on!” Kids can also become cheerleaders, creating original cheers related to testing, and they can “produce” entertaining commercials that are then presented on test days.
3. Kids practice movements that wake up the brain, keep it alert, and integrate both hemispheres.
Such movements can include jumping, spinning, running, rocking, arm wrestling, push-ups, and cross-overs. Kids then do these movements right before the test. They also practice movements such as neck rolls, nodding the head, and doodling Lazy 8s (an infinity sign) since these keep the brain awake while seated. The act of chewing gum additionally helps the brain retain focus, which explains why many educators suddenly give permission to chew gum during standardized testing.
4. We provide good “brain” food and drink prior to starting the test.
Crunchy foods, such as pretzels, are considered alerting. Foods high in protein (versus those with a high sugar content) are good for preventing blood sugar levels from rising and dropping suddenly. And, of course, water is always the best drink for the brain.
So why not pass these ideas along to our kids’ teachers? Even if they’re not receptive, as parents we can still do a modified version of all of the above at home. And by doing so, we model how something that may have been perceived negatively can transform into something fun and positive.
We want to avoid writing emails that escalate, rather than improve, a situation.
Sure, firing off an email now makes it possible to communicate with our kids’ teachers—at all hours—without ever setting foot on campus. But if we don’t exercise some care with this instant form of communication, we may end up doing more harm than good whenever we push “send.”
To start, it’s helpful to remember that the classroom teacher is doing one of the following whenever she receives our email: She’s teaching (if she gets an email during school hours), preparing for that or the next day’s lessons (if she gets an email right before or after school), or living her “other” life (if she receives an email in the evening or weekend).
It’s also good to recall that we’re just one of 20-30 families in the class. That means our email may be the third, fourth or fifth one that the teacher has received that day.
So here are some guidelines to ensure that our emails are well-received.
1. We keep it short.
We do this by limiting ourselves to no more than three or four lines, thereby eliminating any possibility of writing a long tirade (about what’s upsetting us). Also, with a minimum line requirement, we have to get right to the point.
2. We’re specific.
What do we want from the teacher? In other words, what would we like to happen after our email is read?
3. We ask instead of tell.
We put our concerns in the form of questions, rather than statements that could be interpreted as telling the teacher how to run her class. For example, instead of writing there’s too much nightly homework, we might ask if the teacher is willing to explore ways to reduce our child’s assignments.
4. We make sure we haven’t already received the information we’re seeking.
Suppose we can’t find the paper listing what our kids need to bring for an upcoming class project. In such case, we’d email another parent in the class—not the teacher—to get that information (again).
5. We sit on an email for at least 24 hours.
We establish a waiting period so that we then have a chance to re-read and edit our email with a different mindset. And who knows? Maybe a day later, we no longer even feel the need to send the email.
6. We also email when we’re pleased about something.
Was our child talking nonstop about the great field trip? Were we impressed with the teacher’s thorough, insightful comments on our child’s report? If so, we share that kind of upbeat feedback in a quick email.
And so, what happens when we put the above ideas in place? Emailing becomes a way to ensure, rather than jeopardize, positive communication with our child’s teacher.
When desks are arranged this way,
student interaction is most likely encouraged.
1. Seating Arrangement
Tables or clusters of desks suggest there’ll be opportunities to interact and work in pairs or groups for various tasks.
Desks in a U-shape allow students to see each other while having a whole class discussion but does not lend itself to small group interactions.
Desks in rows probably mean there’s little student interaction or collaboration throughout the day.
2. Display of Student Work
If the work differs from each other—and some of the posted work even has a few mistakes—we may conclude that uniqueness is encouraged and the process in this classroom trumps producing a final “perfect” product.
3. Display of Class Rules
Rules written with a positive perspective (e.g. Raise a hand to respond) versus those written with a negative emphasis (e.g. Don’t call out answers) suggest an overall more encouraging environment.
4. Classroom Clutter
A distinct cleared area surrounding the white board and minimal “extras” placed on counter tops and hanging from the ceilings suggest an understanding that some kids can’t filter background stimuli.
5. Hands-on Learning Stations
Learning stations guarantee that there are opportunities to get up and move throughout the day, work independently, and learn at places other than the students’ desks.
6. Personalized Touch
Extras, such as plants, class pets, and fun furniture (rocking or beanbag chair) suggest there’s a conscious effort to create a friendly environment.
7. Novelty
Anything unique suggests a more creative versus traditional learning environment. For example, kids in my classroom earned vacation time and then “flew” to Hawaii (a part of the room transformed to look like the beach) to hang out.
Is there often a direct connection between a child’s behavior and the physical classroom environment? Yes. Can we use that information to then support our child? Yes, again.
For example, if the teacher comments that he’s easily distracted in class, you might explore removing some of the “extras” around the instructional board (if you’ve noted a lot of stimuli).
So check your child’s classroom, and see what you can learn!
Kids deserve to be in a learning environment
that allows them to shine.
Some parents find it important to meet with their child’s teacher right at the start of the school year. Most of the time, these meetings go very well. The majority of teachers are supportive and eager to work with the parents to explore possible modifications for the child.
But sometimes there is no sense of a desire to collaborate. While the teacher’s responses to the parents’ concerns are always polite, there’s a consistent message: Don’t expect me to make any special changes for your child.
When I hear recounts of such meetings, I always ask the same questions: If you (the parent) left that meeting with a pit in your stomach, then how do you imagine your child feels in that classroom for six hours a day? And . . . what long-term message are you sending by dropping your child off in an environment where you don’t believe he’s being honored?
Six hours a day, five days a week, nine months of a year is a long time to be in an environment that is not a good “fit” for a child.
So we have to ask ourselves:
In truth, there are always options. Sure, they may not always be within easy reach, and initiating them may be way out of our comfort zone. But yes, there is always more than one learning environment available for our kids.
And if we believe that, our kids are guaranteed to spend their year in a classroom that honors them.
