Easter is so late this year– I keep feeling like it’s already passed, but when I remember that we still have a little bit, I get excited about it again! Easter is a fun holiday, especially because it’s associated with Spring (and the extra chocolate doesn’t hurt!).
Like the few previous holidays, I’ve created a couple of Easter themed I-Spy pages: one in color, and one black and white. These make the perfect classroom activity for fast finishers, as a stand alone activity, or they can even be used for group work. They are also really great to print off and have your kids do on the car ride to grandma and grandpa’s house for the annual family Easter egg hunt. Laminate them and use them over and over again!
Regardless if you use them at home or in the classroom, I hope you and your kiddos enjoy them!
** As always, these are for personal or classroom use only. Please do not sell or re-post as your own. **
Who’s ready for the last batch of classroom funnies? I saved the best for last, and boy are they good!
“I’m a long term sub as a preschool aid. I have one student who is constantly telling me to go to jail – “go to jail Ms. Debbie – go to jail ” or to just go away.”
“I’m a math aide, and I had a 1st grade student add 3+1 by saying “If I have 1 girlfriend and 3 more girlfriends show up.”
“I was a behavior assistant and had a 2nd grader come up to me very upset at recess because this other kid told her, “You need to be like Ice Cream and chill out.” It was very hard to not laugh at that one because she was very upset by it.”
2nd grade: “A boy turned in a note (clearly written by him) that said, “he couldent finish his homewerk he was at sckouts.” … then when caught, followed up with an apology note saying, “Im sorry for riting a note becaus I wasnt don with my homework. And that I said my dad whate it.”
“My coworker who is in charge of after school made the comment, “I’m so tired of children, problem is my career deals with children.””(I’m pretty sure most teachers feel this way at some point!)
“I had an 8th grader who was born with some congenital defects that eventually led to his lower leg being amputated. He had a prosthetic, and was not at all ashamed of it. He would often take it off during class and put it back on backwards just to make people do a double take. I know it certainly took me by surprise the first time he did it to me!”
“I had a student tell the teacher that she had huffed a whole can of Febreeze and now she is tripping balls.” (Fifth grade)
“We had a 4 year old little girl in our class get really mad at another kid and said the following (and really enunciated every single sound)…..”shut up you freaking b*****d.”
From an 8th grade health teacher: “When trying to understand how a woman gets pregnant if they only need one sperm and egg, a boy asks, “Wait, so what happens to all the other sperm if it only takes one?” I answered that they die and are attacked by the female immune system as they’re seen as foreign invaders in the body. Another boy loudly says, “So, basically it’s like Gandalf saying, ‘You shall not pass!’” (Yes, he said it in the Gandalf voice). Another girl more quietly mumbled and replied with, “Or it’s the females cleaning up men’s messes again. Even our bodies have to fix their mistakes.”
“I’m a SPED teacher. I have a good story at least weekly, lol. I have a little guy with autism who just has the best imagination ever. He is often a robot and we have to wind him up for him to do his work (he really hates any work that involves writing). He once told us the real him stayed home to play video games, he had sent a clone instead.”
“I have a very opinionated kindergartner that loves to tattle-tale. He’ll stop me in the hallway to tell me (while pointing an accusatory finger) “him said…him said…(to the boy) What did you say?”
From an elementary SPED teacher: The next one is gross but had me dying. One of our kids is newly potty trained…mostly. He was in line walking by the front office with his class when he shakes a turd out of his pants leg!! The kid behind him goes “What is that?” and picks it up. He figured it out real quick and threw it across the foyer, where it went skidding down the tile. This was all right in front of the principal! We asked him why he didn’t tell us he needed to go to the bathroom. He said a spider put it there.”
And there you have it! Teaching may be a lot of things, but one thing it isn’t is boring. What’s the funniest thing you’ve had a student say or do?
If you’ve worked around or with kids of any age for any length of time, you know how funny they can be. I’m sure most teachers could write a book containing all the funny things they have seen or heard in their classrooms. It’s just part of the job— and honestly, probably one of the best parts of it! I mean, who doesn’t need a little laughter every now and then?
Knowing that I wasn’t the only teacher who had a whole slew of funnies from students, I asked several fellow educators and other school employees for their funniest kid-isms, and their responses did not disappoint! They are too good to keep to myself, so sit back and enjoy as I share the funny things students have said and done! It’ll take a few posts to get through all of them, but that will just spread out the happiness!
“I had a fourth grader who looked me dead in the eyes and try to tell me in November after we’ve done 3 months of science work, that she didn’t know how to use a pencil and couldn’t do our assignment. She changed her tune when I asked very seriously if she needed to visit the no-nonsense kindergarten teacher for help.”
“I was teaching 8th grade, and my classes knew I was very seriously dating someone, and became very invested in trying to get all the details (which I definitely did not share!). One day at the end of class, I was wrapping things up when a student raised his hand. When I called on him, he told me he found something he needed to turn in to lost and found— a small round black lidded container of some kind. Once he got up to where I was, he said, “Miss, I have a question for you.” He then got down on to one knee, held up the little box, opened it and said, “I have no idea what this is. But will you take it for me?” Immediate laughter erupted from the entire room (and from me!) as everyone realized they had just witnessed a fake proposal. I told him I would take the box, but that I was already spoken for. Oh— and the box he ‘proposed’ with? It was a little thing of violin rosin.”
“I teach preschool and these are some things they’ve said that made me laugh enough I took note of them in my phone: “Walmart is one of the most important things” “Birds are really nice, they just tweet everywhere.” “When I was at my grandmas I ate an apple, almost all of it!!” “Earth is my favorite, EVEN there is a park.””
“My first year teaching, I had a girl come in for SEPs WITH her dad, then said, “My dad has a crush on you!!” while he was there.” (1st gr.)
“Reading a book called A Monster Calls and there’s a two page pic of the main character’s feet (stepping on a bed of yew tree leaves…part of the story). Student didn’t skip a beat and said, “Sweet, I didn’t even have to pay for those!” I laughed so hard it took a full minute to compose myself (9th)”
“A 5th grader asked me in the middle of January if we could turn the A/C on because he was sweating. He was wearing two thick coats because he had left one at school and needed to bring them both home. He didn’t want to take them off because they were too hard to put back on again.”
“I had a 2nd grader tell me that she was “really worried about tomorrow.” I said, “What’s tomorrow?” She said, “Wednesday.””
“I feel bad finding so many things funny (I’m not laughing AT them, I’m laughing WITH them, right?) but I do! One that came immediately to mind is a sophomore telling me she couldn’t type her outline like I showed them, because her keyboard doesn’t have Roman numerals on it.” (High School)
Teaching is a job with many challenges, but thank goodness we can always count on our students to make the job fun, memorable, and entertaining. Stay tuned for part 2 of classroom funnies!
Luke was a student of mine many years ago. I still remember his tussled blonde hair, glasses, and sweet disposition. Third period that year was a better place because of him. Luke didn’t get to go to eight different classes like most of his peers; in fact, he only got to attend three or so. Luke was a student in our school’s moderate to severe Life Skills Special Education class. He had a disability that made it harder for him to learn and perform at the same level as his same aged peers. But did this stop Luke from trying his best? Absolutely not! Did this disability stop his peers from including him and helping him? It sure didn’t! I watched countless kids defy the “norm” of teenage behavior and go out of their way to help Luke and other kids like him. It was beautiful to watch.
One student in particular, Lily, was assigned to be his “buddy” for his time in my class. Our school had a peer tutor program, which allowed mainstream ed students to voluntarily use one of their elective credits for a term to accompany a special needs student to a class and help them during that period. Peer tutors would sit next to these students and help them stay on task, help make sure they had the papers and supplies that they needed, and help them in any other way that was needed.
The peer tutor program benefited everyone involved. For the special needs student, it gave them a friend to rely on during the class and gave them a sense of belonging. Putting SPED students in the least restrictive environment is essential for development and progress. Peer tutors benefited as well, as it gave them a sense of purpose and pride. They were given the opportunity to work one on one with the most special kids in the school. It also gave them a chance to serve fellow students. The Life Skills teachers were able to breathe easier knowing that their students were in good hands when they got to go to mainstream classes. The mainstream teachers got the chance to witness a special relationship form, and also got the privilege of having such special kids in the classroom. Logistically, having a peer tutor in the room allowed the teacher to be able to continue teaching without having to stop as often since the peer tutor could assist their buddy. The other students in the class also benefited from the program because they got to see the example set by their peers who had given up time to help others.
I don’t know of a single student who has participated in a peer tutor type program who hasn’t come out a better person. It really is such a unique and beneficial opportunity. I realize it isn’t for everyone, but for those interested, it can be a great chance to help others and make a difference for students who otherwise often get overlooked.
I know there are programs like this in secondary schools across the nation. If you aren’t familiar with your school’s program, ask a counselor or the Special Education teachers at your school; I’m sure they’d love to educate you on the ways that mainstream students can help their peers.
When I was growing up and in school, I was under the assumption that kids who were in the gifted or accelerated programs were always the ideal student with no behavior issues, super organized, and very on top of everything. Boy was I wrong! Sure, there are gifted students who are well behaved, and on top of things, but they aren’t all like that. Just as in any other classroom, students in a gifted program are diverse in their skills and abilities. Gifted doesn’t mean perfect student.
When I was taking courses to get my gifted endorsement, and especially when I was eventually teaching gifted classes, I learned that gifted kids are just like any other kids, and that their brains usually just process information in a unique way. Just as I would make accommodations for my students who had 504 plans or IEPs, I often found myself making accommodations for my students who learned at an accelerated rate. While making changes to assignments and instruction for one or two students can be challenging, it’s always worth it. Students who want to be challenged and who excel when pushed should have the opportunity to do so.
So how, then, do you challenge a gifted student? It’s really pretty easy when you have a class full of gifted learners; your entire curriculum is designed to teach accelerated students. However, when you’re changing things to accommodate one or two students, it requires a little more effort. It’s important to remember that accommodating accelerated learners doesn’t mean more work for the student; it means different work and higher level thinking skills. Below are a few ways you can challenge your gifted students while still teaching the same concepts to the entire class.
When teaching new vocabulary to students, have faster learners re-write definitions in their own words.
Offer tiered assignments with varying levels of difficulty. This allows students to choose what level of complexity they want to tackle while still having all students show their knowledge on a particular subject.
When doing a group project, have accelerated learners work together. They will often challenge each other to think further.
Eliminate “entry level” questions or assignments— kids who are gifted often see these kinds of tasks as a waste of time and see no challenge in them.
Offer project based learning, allowing students to showcase their talents, skills, knowledge, and interests.
Offer opportunities for gifted students to teach students who are struggling.
If assigning essay type questions, assign gifted students questions that require a higher level of thinking.
Instead of having students only answer the “how” of something, have them answer the “why” of it as well.
Offer after school clubs or programs that target unique interests.
Ask them how they want to be challenged! There’s absolutely nothing wrong with getting the student’s input and feedback on how they learn best and how they want to be challenged. The answers might surprise you!
Accelerated students are such a fun group of kids. They offer unique insight and views on life, and bring so much to a classroom. How do you challenge your gifted students?
In continuing with some fun Valentine’s Day themed ideas for the classroom (or home!), I’ve created two different I Spy printables, one in color, and the other in black and white, so you can print whichever version works for you!
Put kids in to teams to find the pictures, have them work independently, or make it a whole class activity. Count each different picture, then add up the numbers to see how many total pictures are on the page. The options are plentiful, and the fun is endless!
Happy Spying!
*Please only use these printables for classroom or home use. Do not sell these files.*
“Open your books to page 24. Today we are covering chapter 3, and will learn about land formations. We will read pages 24-30 out loud as a class, with each student taking a paragraph. Let’s start with Kevin and go up and down the rows.”
OR…
“I’m going to split you into groups of 4. Each group will be given a different land formation and an information sheet on that specific formation. Review your sheet together. Then, as a group, you will use the scrap bin and other art materials to create a 3-D model of your land formation. Your group will present to the class and will share what you have learned. You have 40 minutes. Ready? Go!”
Two scenes, two different approaches, two very different responses from students. Which classroom would you rather be in?
I imagine the first scenario would produce groans, eye rolls, and heavy sighs from the students, not to mention massive amounts of anxiety for the students who absolutely loathe reading out loud in front of the class. I imagine the second scenario would be received with more enthusiasm, excitement, and willingness to participate.
Of the two scenarios, it’s pretty obvious that the level of student engagement increases exponentially with the second option. When students are engaged, they are much more likely to participate in the lesson or activity, and there is also a greater likelihood that they will retain the information that is being taught. Another positive benefit of keeping students engaged is that they are less likely to cause boredom induced behavior problems because they will be actively engaged in the lesson. I realize that not every lesson can be taught with art, models, videos, or games. Even still, teachers ought to be making every effort possible to keep students engaged and interested in the material being taught; not every engagement technique requires fancy bells and whistles.
Student engagement is vital to a thriving classroom, so here are a few ideas you may or may not have tried with your own students. Keep in mind that not every idea will work for every student or every lesson, and that’s ok! That’s why we have a variety of options in our teacher toolboxes!
Use your students’ interests– When students are interested in what they are learning or can see a direct connection to something they are interested in, they are more willing to learn and retain what is taught. If you can connect football play strategies to your study of World War II battle strategies, you’ve gained the attention of all of your football loving kids. Having your students listen to Taylor Swift’s “Love Story” as you study Romeo and Juliet will quickly engage your Swiftie students.
Gamification– Use game elements in your teaching. Create a BINGO game as a review before a test, use Kahoot to reinforce information, or create a fun online scavenger hunt for students to complete to collect information.
Anticipatory Activities– When introducing a new unit or topic, provide students with a fun and engaging activity to get them thinking about what they are going to study. Studying a book about Ernest Shackleton’s crew of men who get stranded in Antarctica for a couple of years when their ship wrecks in 1912? Play a true/false game with crazy or cool facts about Antarctica and show pictures of what it is like there.
Collaborative Learning– Use group work when possible. Students can work together to solve problems, gather information, and learn together. They can learn from each other, and can gain valuable people skills through group work.
Provide Choices– Allow students a say in how they show what they’ve learned. Provide them with options that target different learning styles so everyone has a chance to use their strengths to showcase their knowledge.
Use Media– Show video clips or listen to music to reinforce content. YouTube is loaded with tons of short educational videos that can bring so much to a lesson. Music has also been proven to aid with memory and retainment.
Laugh Together– It really is true what they say- laughter is the best medicine. Laughter has a way of connecting people. Laughing together as a class can lighten the mood, ease stress, and help students feel more comfortable in their learning environment. Besides, no one likes a teacher who is grumpy and stuffy all the time!
Take a Break– Provide your students with opportunities to take a break from their learning. A simple brain break video works great. Have them stand up, stretch, and get wiggles out. Let them chat with a neighbor for a few minutes. Play a quick round of Silent Ball or Heads Up, Seven Up. Taking a short break from working can give the brain a rest and a chance to reset and refresh, which, in turn, increases productivity and alertness.
These ideas are only a few of the many techniques to engage students. Find what works for you as a teacher and for your students. Don’t be afraid to shake it up a bit and try something you maybe haven’t tried before. You may be surprised at how well it’s received by your students!
