Summer Visting Tips for Non-Custodial Parents

For non-custodial parents, summertime guardianship can be both exciting and nervous-making. Though your weekend and holiday visits go well, these are limited engagements. With summer approaching, you have the pleasure and the task of a full season’s worth of care. 

How will you keep your child entertained for twenty-four hours a day, seven days a week, for three whole months? Here several tips that will help you make the most of this extended visit.

Make a Plan. Before your child arrives, ask her about things she would like to do over the summer. To this list, add movies, restaurants, amusement parks, and other sites that might interest her. Create an itinerary then review this with your child and your ex-spouse. Discussing these plans will help you prepare and will increase your child’s excitement about her summer stay.

Make a Budget. In this budget, plan for one special event a week as well as an allowance for your child. Avoid the temptation to overindulge.  According to clinical psychologist Dr. Edward Reitman, “Divorced parents, or those who are frequently gone, often attempt to compensate with gifts.” (http://www.dredreitman.com/article_detail.asp?cat=children&ID=92) Remember, during this summer break, you are parenting your child, not simply hanging out with her.

Make Rules. When is bedtime? How many friends are allowed to sleepover? And how late is too late for cell phone chatting? For the answers to these and other questions, create boundaries and limits. According to John E. Desrochers of the National Association of School Psychologists, the parenting style most associated with well-adjusted children is one where parents have rules and expectations for appropriate behavior. (http://www.nasponline.org/resources/parenting/divorce_ho.aspx)

Make a Schedule. In this schedule, include chores, snack times, check-in times, and study sessions for any summer reading or assignments your child may have.  Consider enrolling your child in a sports or academic camp. Having scheduled daily activities will keep your child engaged and ensure some level of supervision.

Make Space. Give your child freedom to plan dates with friends, to visit relatives, or to simply watch television alone. Allowing this type of independence will show respect for your child’s personal space. This will also relieve you of the job of being the sole source of entertainment.

Make Friends. For your child, that is. Plan gatherings with colleagues who have children around your daughter’s age. Also, introduce her to kids in the neighborhood.  Doing so will help her build her own community of friends.

For non-custodial parents, summertime guardianship provides an opportunity to create lasting memories and deepen the bond between you and your child. A little preparation, which includes a parenting-centered plan, will make this time meaningful and fun.

Best Books for Middle and High School Readers

Yes, wizards are exciting.  And, yes, quests are exhilarating.  But what lessons are kids taking away from these adventures. Many books can offer escape into other worlds, but the best books for teen readers are those that entertain and educate.  Below are five books that help positively shape the worldview of middle and high school readers.

1.     Lord of the Rings by J. R. R. Tolkien (9-12).  Just as others in its genre, this classic fantasy novel is filled with heroes and monsters.  But, beyond the magic and mysticism, the adventures of Frodo and Sam will inspire hope and teach readers about friendship, perseverance, and sacrifice.

2.    Esperanza Rising by Pam Munoz Ryan (ages 11-13).  Set during the Depression Era, this story of the Ortega family shows the value of togetherness.  This novel also deals with immigration, classism, and the challenges faced by families during the depression era.

3.    Blubber by Judy Blume (ages 11-13).  In this story, readers follow Jill, who goes from bully to bullied.  Through Jill's trials, teens learn valuable lessons about popularity, peer pressure, empathy and courage.

4.    A Girl Named Disaster by Nancy Farmer (11-13). In Farmer's novel, readers travel with Nhamo as she treks across Africa.  On her way, Nhamo discovers the value of family and the power of her own conviction.

5.    The Pencil Test by James Guilford (13-adult). When Kendry transfers new school, she tells a reckless lie. Though Kendry’s  trials, high school readers are faced with questions about morals, values, and identity.

When stocking your teen reader’s bookshelf, be sure to choose titles that are both entertaining and educational.  The books in this list will do more than transport readers to different worlds.  These books will open their hearts and challenge their minds.

School Fights and Conflicts: Teaching Children to Deal with Bullies

Teaching your child to deal with conflict in non-violent ways is a key factor in ending bullying, which in itself is a form of violence. If your child is the victim of bullying, how do you stop the harassment without fueling the hostility? Below are five tips to help you help your child deal with school bullies.

1. BELIEVE. If your child says she is being bullied, then believe her. This will establish trust, open communication, and allow you to get more information about the problem.

2. REPORT. Be sure to alert the school about these incidents. Doing so will keep teachers on watch, rally support for your child, and protect other students who may be targeted by the same bully.

3. EMPATHIZE. According to the National Institute of Childhood Health and Human Development (NICHD), both bullies and their victims have difficulty adjusting socially and psychologically to their environment. Though it may be hard to do when your child is being bullied, realize that both kids involved are suffering.

4. THINK. What long-term lesson do you want your child to take away from this situation? Encouraging your child to respond to the bully with kicks and punches may send the message that violence is an acceptable method of problem solving.

5. TALK. Discuss the situation with teachers, school counselors, and the parents of the bully. Alert all adults involved. This will ensure that both your child and the bully get the help they need.

"People who were bullied as children," says Dr. Duane Alexander, Director of the National Institute of Childhood Health and Human Development, "are more likely to suffer from depression and low self-esteem well into adulthood, and the bullies themselves are more likely to engage in criminal behavior later in life."

Since the bully's actions may be result of other issues, it is important to handle the situation peaceably. Instead of teaching your child to fight fire with fire, use alternative methods to help resolve this conflict and promote healing.

James Guilford has worked in education for a decade. Add more depth and wow-factor to learning by downloading free lesson plans and chapters from Guilford's young-adult novel, THE PENCIL TEST, at http://www.jamesguilford.com/excerpts__lesson_plans. Reach the author at contact@jamesguilford.com.

Home School Tips Part V: How to Transition to Mainstream Schooling

Perhaps your child's intellect has outstripped your curriculum. Perhaps you have changed jobs or have taken on new responsibilities. Perhaps, you are simply ready for the next stage in your child's education. Whatever the reason for choosing to enter mainstream schooling, the transition can be harrowing.

This article is packed with suggestions for transitioning from home school to mainstream schooling. Following the tips in this article will make your child's entry into a new school smooth and stress-free.

GET CLASSY. Get a list of classes needed to enter mainstream schooling. Also, find out how you need to document that your home school curriculum meets these requirements. There may be placement tests, for which your student can prepare, that will help the school assign your child to the proper classes.

SNEAK A PEAK. Visit several schools with your student. Get permission from area schools to have your child sit in on classes. Consider enrolling your student in a summer course. Gaining familiarity in these ways will make her shift smoother.

LEARN. You and your child will have to learn the etiquette of mainstream schools. To do this, consult calendars and manuals. Note questions (for example, What is "Green Week;" or Who decides which absences are excused?). Seek answers to questions at parent events, student conferences, and school orientations. This will make you and your child feel more prepared and informed.

PREPARE. Even after you have filled out the many forms, there are bound to be other loose ends to tie up. To prepare for your child's transition to a mainstream school, call the school and get a list of the documents needed. Make a copy of all documents and bring these copies--along with identification--to orientation.

VOLUNTEER. As you look over the school calendar, note events for which you are able to assist. Participating in school events will allow you to get a feel for the school.

ASK. How rigorous are the classes? Which teachers would best suit your child's learning style? Seek answers from other families, especially those who have gone through the same transition. Aim for a mix of new and tenured families. Seeking testimonials will give you and your child a fuller perspective.

Transferring from home school to a mainstream school can be both exhilarating and harrowing. If you follow the steps listed above, then you and your child will feel more oriented and less stressed on the first day of school.

Download this entire article series in Guilford's free HOME SCHOOL E-BOOK at http://www.jamesguilford.com. In addition to this e-book, you will find chapters from Guilford's young adult novel, THE PENCIL TEST, lesson plans, and other free resources.

Home School Tips Part IV: How to Set Behavior Expectations and Manage Your "Classroom"

Giggling, tickling, whispering, and chatting--these behaviors are fine at home. But, when your kids are in school, then these behaviors are inappropriate. Because school occurs in the home, clarifying expectations without seeming contradictory can be difficult. How can you communicate rules in a way that is clear to your student?

As the fourth article in our series, this piece suggests ways of communicating expectations about behavior. In this article, you will find strategies to help you deal with discipline and classroom management in your home school.

SEPARATE. Make a clear distinction between class time and home time. Use a chime or other sound to signal the start of school. Use a timer to make breaks, snacks, and study hall exact. Also, use this instrument to signal the end of school. Making school and home time distinct will help your child transition into school-appropriate behavior.

LIST. Begin your semester by asking your student what rules are necessary to create a respectful and effective classroom. To this discussion, add your list of non-negotiable expectations. From these talks, draft a classroom charter. Now, you have an agreement--and a series of clear expectations--to which to refer.

AIM HIGH. Many classroom teachers say the following: "Start tough." "Don't smile until Christmas." "It's easier to get easier." However it is worded, holding your student to high standards is key. When she does not meet expectations, follow up with consequences. Do not waver and do not begin by cutting brakes. Doing either will undermine your authority and the integrity of your behavior policy.

BORROW A WHEEL. Don't reinvent it. Instead of creating your own discipline process from scratch, use that of other home schools and/or schools in your neighborhood.

STAY THE COURSE. Be sure to implement policies with consistency. If you say you are going to send your student to time out or cancel a trip, then do just that. Being consistent will make your student feel informed and fairly treated.

DEVELOP A CODE. Develop a code to signal that you want your student's attention. Counting backwards from five to one, ringing a bell, or turning down the lights are some tried and true methods to refocus your student.

RESPECT. In making the distinction between class time and home time, you should respect your child's leisure. Allows your student her non-school time. Resist the urge to talk about school on vacations, during television commercial, or at other non-school times.

Establishing behavior expectations for the school part of your home is a must. Otherwise, you run the risk of unruly class sessions. Use the tips above to help you outline and manage behavior and consequences in your home school.

James Guilford has worked in education for nearly a decade. Download this entire article series in Guilford's free HOME SCHOOL E-BOOK at http://www.jamesguilford.com. In addition to this e-book, you will find chapters from Guilford's young adult novel, THE PENCIL TEST, lesson plans, and other free resources.

Home School Tips Part III: How to Organize Your Home School Space

Whether it is the corner of a bedroom, a refurbished basement, or an under-used guest room, a space in your house must be dedicated to learning and teaching. Once you have decided on the space, you will need to make it student-friendly.

As the third article in our eight-article series, this piece suggests tips to transform your space into a home school paradise.

BIN OVER BACKWARDS. Use bins, shelves, and other containers to organize materials. Stackables, over-head shelving, and under-the-bed units will help you quickly and effectively transition from home environment to classroom.

BE SEATED. A desk, or several desks, on which your student can work is a must. If you re-purpose the kitchen table as a workspace, signal this by changing the tablecloth or by using a special centerpiece. Have a signal to designate that class is in session.

PICTURE IT. To make your space more school-like, hang theme-related or unit-related posters. You can find a variety of inexpensive wall posters by searching "teacher supplies" on the Internet. Ask for donations of used posters from area schools.

INTERVIEW. Ask your student to list items that would help her studies. From this list, elect items you deem necessary, and then give your student choice of colors and shapes. Including the student in these choices will increase her investment in the classroom.

MERGE. Onto the "information superhighway," that is. In addition to a physical space, you will need a virtual space for your classroom. First, be sure to have at least one computer, and reliable Internet access. Next, establish a blog or webpage for your home school. On this virtual space, you and your student can post assignments and share progress with friends, family, and other home schools.

Establishing a dedicated space where school will take place will greatly increase the effectiveness of your home school. Following the strategies in this article will help you create both a physical and virtual area for your child's studies.

Author's Bio

James Guilford has worked in education for nearly a decade. Download this entire article series in Guilford's free HOME SCHOOL E-BOOK at http://www.jamesguilford.com. In addition to this e-book, you will find chapters from Guilford's young adult novel, THE PENCIL TEST, lesson plans, and other free resources.

Home School Part I: Five Strategies to Ensure Home School Success

Home schooling gives you the power to instill values in your child that are important to you. As a parent who has decided to home school your child, you have a monopoly over your child's education and worldview. But as the old saying goes, to whom much is given, much is required.

The tips below will help you meet the rigorous requirements that come along with home schooling. As the first in a series of six articles, this piece offers strategies that will ensure your home school is successful.

1. STRATEGIZE. What subjects will you teach? How will you move your child from one grade level to the next? How will you supplement the curriculum? And what about language study or advanced mathematics? Answer questions such as these in the beginning. Doing so will help you plan a proper curriculum for your student.

2. FORETELL. Your student may eventually enter mainstream schooling in middle or high school. She might have plans for an out-of-state college, medical study, or a career on Wall Street. To help her reach her goals, learn about the requirements for these next stages, and then tackle these prerequisites in your curriculum.

3. CHEAT. There are many home school networks and models from which to learn. Visit websites, attend meetings, and get valuable information. You can also find tips in articles like this one. Books such as Home School Learning by Rebecca Rupp and The Well-Trained Mind by Jesse Wise are excellent resources.

4. BUILD. Don't forget about the school part of home school. List school supplies you will need--such as desks, chairs, text books, bins, and so on--to build a school environment at home. Give yourself a few months to secure the proper items to create the perfect school environment.

5. STUDY. Improve the effectiveness of your child's education by learning more about teaching. The Creative Teacher by Brandy Alexander and Understanding by Design by Grant Wiggins and Jay McTighe are two great resources. Consider taking a basic education course at a local college.

Educating your child at home is no easy endeavor. Luckily, the home school movement has allowed parents the option of creating a learning environment that they feel is best for their child. Use the tips above to help ensure that your home school is as successful as possible.

Author's Bio

James Guilford, a graduate of Emory University and Columbia University, has worked in education for nearly a decade. Download this entire article series in Guilford's free HOME SCHOOL E-BOOK at http://www.jamesguilford.com. In addition to this e-book, you will find chapters from Guilford's young adult novel, THE PENCIL TEST, lesson plans, and other free resources.

Summer Camp Part II: Tips to Make Your Child's Camp Experience A Success

Chances are, you and your child have the same fears: Walking into a gaggle of kids and parents. Everyone knowing everyone, except you. Getting lost on campus. Awkward moments at orientation. Wild, unsupervised parties. Your child - eating alone at a far bench. Your child - friendless for the entire summer.

This nightmare does not have to be your child's reality. Summer camp should, and can, be a fun and rewarding experience for your child. This, the second in a two-article installment on summer camps, will alleviate your fears. If you follow the tips below, then your child's time at camp will be positive and successful.

FACE IT. Use social networks and good old email to help your child connect with other campers before the summer begins. Set up a fan page for the camp on Facebook. On this fan page, campers and parents can chat, post questions, and give reminders. Encourage your child to email other campers.

GO AWAY. On the first day of camp, take your child to his destination, assist him in settling in, and then leave. Lingering parents create lingering feelings of doubt about being away from home. Homesickness and initial discomfort are normal. These feelings subside as your child engages in the many exciting activities his summer camp has to offer. The sooner you leave, the sooner your child can establish his camp as a home away from home.

BE NOSY. To keep track of your child's experience, get the names of directors, advisors, and other support staff. Develop a regular time to check in with a supervising adult (most camps have an advising system).

BE PREDICTABLE. Set a time during which you will call your child each day. Routine check-in times are helpful, especially for parents of children enrolled in sleep-away programs. This daily conversation time will help ease anxiety for you and homesickness for your child.

ACCENTUATE THE POSITIVE. During the first days of camp, it is normal for your child to have complaints. To frame your child's conversation in a positive way, use the following conversation starters:

o Tell me 3 good things that happened today.
o What was the best thing about your day?
o Tell me about all of the interesting kids and instructors you meet today.

ADDRESS CONCERNS. Of course, you should not ignore your child's concerns. Listen and affirm any worries he has and then follow up using the camp's advising system. If your child's camp is local, pay an unannounced visit so that you can get a more candid assessment of your child's experience.

 

Summer camps are a great way for your child to improve social skills, supplement learning, and develop a sense of independence. The tips in this article will help you and your child make the best of their summer experience.

Author's Bio

James Guilford has worked as the dean of an academic program for five summers. Download free resources, including the free e-books Classroom Management 101 and Home Schooling 101, at http://www.jamesguilford.com. 

Summer Camp Part I: Choosing the Best Summer Camp for Your Child

Though the wind is cold and though buds have yet to appear on leaves, summer is just around the corner. Now is the time to consider your child's summer camp options. From churches to boarding schools, organizations across the globe offer a wide range of experiences for your student. As the first of two articles, this piece offers tips to help you choose the best summer camp for your child.

BEAT THE RUSH. Most camps have limited enrollment and an application process. More exclusive programs--such as study abroad or highly rated academic camps--will fill early. Start your search in February or earlier. Doing so will afford your child a wider variety of choices.

ASK AROUND. Begin by asking teachers and school counselors for recommendations. Educators receive materials about academic camps, leadership institutes, and other summer programs. Talk to other parents about camps their kids have attended.

CONSIDER THIS. What are your child's interests? Skills? Temperament? In what academic subjects does she need to improve? For the athletic child, consider sports camps (these are usually 1-week affairs). For the child in need of academic support, look to programs at boarding schools.

SCHEDULE. Do you have family excursions, business trips, birthdays, or holidays during the summer? When will school be done for your child? When does the new school year begin? To work around your summer plans, consider a combination of 1-week-long camps. Also, consider day camps to allow your child to participate in family events in the evening.

BUDGET. Are you looking for the most bang for your buck or would you prefer an "all-inclusive" experience for your child? For the former, YMCAs and local churches offer cost-effective programs. For the latter, consider programs such as Experiment International (EI) or the National Outdoor Leadership School (NOLS). Many programs offer financial aid.

Though skies are still cold and grey, summertime is approaching. Begin exploring your child's summer camp options now. Use the tips above to help you and your child make the best choice about her summer experience.

Author's Bio

James Guilford has worked as the dean of an academic program for five summers.   Download Guilford's free e-books, Home Schooling 101 and Classroom Management 101, at http://www.jamesguilford.com.  You will find chapters from Guilford's young adult novel, The Pencil Test, lesson plans, and other free resources.

Summer Camp Part I: Choosing the Best Summer Camp for Your Child

Though the wind is cold and though buds have yet to appear on leaves, summer is just around the corner. Now is the time to consider your child's summer camp options. From churches to boarding schools, organizations across the globe offer a wide range of experiences for your student. As the first of two articles, this piece offers tips to help you choose the best summer camp for your child.

BEAT THE RUSH. Most camps have limited enrollment and an application process. More exclusive programs--such as study abroad or highly rated academic camps--will fill early. Start your search in February or earlier. Doing so will afford your child a wider variety of choices.

ASK AROUND. Begin by asking teachers and school counselors for recommendations. Educators receive materials about academic camps, leadership institutes, and other summer programs. Talk to other parents about camps their kids have attended.

CONSIDER THIS. What are your child's interests? Skills? Temperament? In what academic subjects does she need to improve? For the athletic child, consider sports camps (these are usually 1-week affairs). For the child in need of academic support, look to programs at boarding schools.

SCHEDULE. Do you have family excursions, business trips, birthdays, or holidays during the summer? When will school be done for your child? When does the new school year begin? To work around your summer plans, consider a combination of 1-week-long camps. Also, consider day camps to allow your child to participate in family events in the evening.

BUDGET. Are you looking for the most bang for your buck or would you prefer an "all-inclusive" experience for your child? For the former, YMCAs and local churches offer cost-effective programs. For the latter, consider programs such as Experiment International (EI) or the National Outdoor Leadership School (NOLS). Many programs offer financial aid.

Though skies are still cold and grey, summertime is approaching. Begin exploring your child's summer camp options now. Use the tips above to help you and your child make the best choice about her summer experience.

Author's Bio

James Guilford has worked as the dean of an academic program for five summers. Download free resources, including chapters from Guilford's young-adult novel, THE PENCIL TEST, at http://www.jamesguilford.com.

Classroom Management Part VIII: Stay Sane. Stay Organized

"How does he do it?" You ask yourself this as you watch the "super teacher" skip down the hall. Mr. Super preps for three classes, coaches soccer, chairs the diversity committee, and heads the annual toy drive. You, on the other hand, can barely keep up with the reading for your English class. Your desk is a tornado of papers and your grade book boasts a legion of blank assignment columns.

Though you have your own teaching talents, you lack the secret Mr. Super possesses: organization.

Luckily, you are reading this article. This, the last article in our series on classroom management, list five sure-fire ways of getting your classroom, and your cluttered brain, more organized.

BUILD IT IN. Structure your classroom so that organization is organic. Have students place homework in bins, clean up after activities, or mark quizzes after they complete them.

RISE EARLY. Arrive thirty minutes early. Make copies, read passages, or mark those last five papers. You will beat the morning rush and have first dibs on supplies.

STAY LATE. At the end of the day, spend thirty minutes marking quizzes, recording grades, or making notes for the following session. Your mind will be fresh with ideas from the day.

Look out for other articles in this series, including the following:

• Tips to Avoid A Classroom Horror Scene
  
• What to Do When All Your Students Hate You
• Five Things A Teacher Should Never Ever Do
• How to Deal with the "Problem" Student
• Tackling Talkers, Whisperers, and Note Passers
• Avoid Loosing Students, and Your Mind, on Field Trips
• How to Win Your Students' Trust and Their Hearts
  
• Stay Sane.  Stay Organized.

Author's Bio

James Guilford, a graduate of Emory University and Columbia University, has worked in education for nearly a decade.  Download the entire classroom management series for free at http://www.jamesguilford.com/free_resources.  In addition to this e-book, you will find chapters from Guilford's young adult novel, The Pencil Test, lesson plans, and other free resources.

SCALE BACK. If you can't keep up with grading, then give different types of assignments or give fewer assignments. Focus on quality, not quantity. Sometimes less is more.

JUST DO IT. Write the recommendation, respond to the survey, or fill out the new insurance forms immediately. As much as possible, complete minor tasks as they arise.

Mr. Super has his secrets, and now you have yours. Employ the tips in this article to stay sane and organized. Doing so will greatly improve your effectiveness and your sanity.

Classroom Management Part VII: How to Win Your Students' Hearts

Though you may be teaching high school, you are not in high school. You are not running for Class President or Prom King. Moreover, as a teacher, you are required to do things that are actually unpopular--such as issuing consequences or giving bad grades. As stated in an earlier article: an effective teacher does not Ms. Congeniality make. Yet, what teacher doesn't want to have a good relationship with his or her students?

This, the seventh in the series of eight articles on classroom management, focuses on relationship building. Use the strategies below to win your students' trust and their hearts.

FLATTER THEM. Give specific and sincere compliments. Instead of saying, "You guys did great," say, "I appreciate the way you sat attentively through the two-hour presentation."

CONSULT THEM. Get students' input about movies, field trips, and activities. Make choices, or revise curricula and content, based on their feedback.

WRITE TO THEM. On assignments, point out things your students do well. A positive note on an assignment--no matter what the grade--will give your students a boost of confidence.

WARN THEM. Before a student "gets in trouble," warn them about the behavior and then help them find ways of avoiding consequences. Setting your students up for success in this way will show them that you have their best interests in mind.

CORRECT THEM. Or, to use the more politically correct term, give them consequences. Though it may seems counter-intuitive, issuing consequences according to your classroom rules will feel predictable and consistent. This will make students feel safe.

REWARD THEM. Just as you can warn them about negative behavior, you should reward students for meeting expectations. An end-of-semester party, a special trip, or a choice of activities is a great way to do this.

Having a positive relationship with your students and managing your classroom effectively are not mutually exclusive. In fact, relationship building is a key part of classroom management. When you use the tips above, you will both build a solid rapport with your students and sure up your classroom management skills.

Look out for other articles in this series, including the following:

• Tips to Avoid A Classroom Horror Scene
  
• What to Do When All Your Students Hate You
• Five Things A Teacher Should Never Ever Do
• How to Deal with the "Problem" Student
• Tackling Talkers, Whisperers, and Note Passers
• Avoid Loosing Students, and Your Mind, on Field Trips
• How to Win Your Students' Trust and Their Hearts
  
• Stay Sane.  Stay Organized.

Author's Bio

James Guilford, a graduate of Emory University and Columbia University, has worked in education for nearly a decade.  Download the entire classroom management series for free at http://www.jamesguilford.com/free_resources.  In addition to this e-book, you will find chapters from Guilford's young adult novel, The Pencil Test, lesson plans, and other free resources.

Classroom Management Part VI: Avoid Loosing Students, and Your Mind, on Field Trips

It seemed like a good idea when you were planning the unit--taking a throng of teenagers to the largest museum in the city. But as the field trip approaches, your stomach whirls with apprehension. You imagine the phone call, hours after the trip has ended, from the parents of the student you left behind.

As the sixth article in the eight-article series on classroom management, this piece takes us out of the classroom and into the wide wide world of field trips. Below you will find strategies to help you coordinate a hassle-free excursion.

MAP. Visit the venue in advance. If you cannot visit, look at a map of the space. Locate the lobby, cafeteria, restrooms, and attractions. Review the map with students.

REMEMBER. Student meds. Allergy medicine. School credit card. Student rooster. Make a list of essentials--check it twice.

REVIEW. Before leaving for the trip, review expectations and consequences with students. One of these consequences can include a ride back to school if rules are not followed.

COUNT. Take a count of the students at every transitional period. Count your students after you have loaded the bus to leave the school and before taking off to head back home.

CALL. Have all supervising adults exchange cell phone numbers. Give numbers to students so that they can call in case of emergency.

STATION. Assign each teacher a group to chaperone--aim for a ten-to-one ratio. Also, station the extra adults in the lobby, the bathroom, and the cafeteria. Let students know where these adults will be so that students can find help if needed.

CHECK IN. If you will be at one venue for more than a few hours, designate a check-in time. Tell students they should come to a specific location and check in at the halfway point of the trip.

LET GO. Have students select partners and then allow them to move around the venue with their groups. Small groups may be more manageable than one adult herding around ten students.

TAIL 'EM. Have two adults follow your bus in separate cars. Having extra transportation is good for emergencies. Also, having extra vehicles will allow you to take a student back if he or she is unable to follow rules.

Plan your next field trip using the strategies in this article. Doing so will ensure a fun and worry-free excursion.  Look out for other articles in this series, including the following:

• Tips to Avoid A Classroom Horror Scene
  
• What to Do When All Your Students Hate You
• Five Things A Teacher Should Never Ever Do
• How to Deal with the "Problem" Student
• Tackling Talkers, Whisperers, and Note Passers
• Avoid Loosing Students, and Your Mind, on Field Trips
• How to Win Your Students' Trust and Their Hearts
  
• Stay Sane.  Stay Organized.

Author's Bio

James Guilford, a graduate of Emory University and Columbia University, has worked in education for nearly a decade.  Download the entire classroom management series for free at http://www.jamesguilford.com/free_resources.  In addition to this e-book, you will find chapters from Guilford's young adult novel, The Pencil Test, lesson plans, and other free resources.

Classroom Management Part V: Tackling Talkers, Whisperers, and Note Passers

Well, of course you should not tackle them (though, sometimes you may want to).  But there are ways of handling that clump of students who cannot seem to resist the temptation to talk, whisper, and pass notes.  As the fifth in a series of eight articles on classroom management, this piece offers tips to help you rein in your gaggle of gossipers.

RELOCATE. One of the easiest ways to stop the gossip is to break up the group.  Point out the behavior to the students and then make them aware that they will loose the privilege of choosing where they sit if the behavior continues.  If these students continue talking, move their seats.

SPY.  Listen in on conversation to be sure that students are on topic.  Peer over shoulders to see what students are writing.  Look on computer screens to see that students are typing assignments and not instant messaging.  This is no invasion of privacy. During class time students should be engaged in class work.

CIRCLE UP.  Arrange seats in a circle. This gives you a view of all the students.  Students are less likely to pass notes or whisper if the feel they are being observed.

CO-OPT. Redirect this talkative energy towards classroom assignments.  Have students work in groups using cooperative learning models. Have students write letters in journals.  Ask the lead talker to explain directions for assignments.

CALL THEM OUT.  If the behavior is public, then your response should also be public.  Respectfully tell students that their conversation is interrupting learning.  This acknowledgement helps these students who may not know that their whispering is distracting (or even audible).  It also serves as a reminder of expectations for other students.

Talking, whispering, and note passing are all a part of teen culture.  At the same time, this behavior is inappropriate for the classroom.  Address this behavior using the strategies above.  Doing so will help keep your students respectful and focused.

Look out for other articles in this series, including the following:

• Tips to Avoid A Classroom Horror Scene
  
• What to Do When All Your Students Hate You
• Five Things A Teacher Should Never Ever Do
• How to Deal with the "Problem" Student
• Tackling Talkers, Whisperers, and Note Passers
• Avoid Loosing Students, and Your Mind, on Field Trips
• How to Win Your Students' Trust and Their Hearts
  
• Stay Sane.  Stay Organized.

Author's Bio

James Guilford, a graduate of Emory University and Columbia University, has worked in education for nearly a decade.  Download the entire classroom management series for free at http://www.jamesguilford.com/free_resources.  In addition to this e-book, you will find chapters from Guilford's young adult novel, The Pencil Test, lesson plans, and other free resources.

Classroom Management Part IV: Dealing with the ‘Problem’ Student

Every teacher can name him—that one student who sky rockets your blood pressure and sends steam whistling out of your ears. Each time Jimmy falls to the floor kicking and screaming, you gulp back your aggravation. Each time Marcia jumps up from her desk and skips around the room, your close your eyes and count to ten.

This fourth article in our eight-article series focuses on the “problem” student. In this article, you will find handy tips for dealing with the student who is the bane of your classroom.

INVESTIGATE. Despite how irrational Jimmy’s kicking or Marcia’s refusal to sit may seem, there is a reason for the behavior. Talk with the student and ask for an explanation. If you can gather no information from the student, ask other teachers about their experience with the student. Next, talk to administrators and parents.

ANALYZE. Does this student act out at a certain time of day, during a certain activity, or around a certain student? An inability to see the board, anxiety about wearing a swimsuit, or a dispute with a friend—any of these can trigger “bad’ behavior. Analyze the situation for such triggers. Then, suggest better ways of dealing with these situations.

ADJUST. Although her peers can do it, Marcia does not have the attention span to sit for more than ten minutes. Although his friends are able too, Joshua cannot resist eating his snack before break. To help students succeed, adjust expectations. Over the semester, you can tweak these expectations to help students meet classroom goals.

ALLOW. Does Marcia really need to sit during the read-aloud? Will Vipal’s doodling hinder his understanding of the presentation? If the behavior does not interfere with the student’s learning or the learning of others, then allow it.

When a student acts out, this signals that he or she is unable to follow classroom protocol at that time. Viewing the “bad” student’s behavior from the perspective of the classroom goals, and then employing one of the above strategies, will help you to help your “problem” student.

Look out for other articles in this series, including the following:

• Tips to Avoid A Classroom Horror Scene
  
• What to Do When All Your Students Hate You
• Five Things A Teacher Should Never Ever Do
• How to Deal with the "Problem" Student
• Tackling Talkers, Whisperers, and Note Passers
• Avoid Loosing Students, and Your Mind, on Field Trips
• How to Win Your Students' Trust and Their Hearts
  
• Stay Sane.  Stay Organized.

Author's Bio

James Guilford, a graduate of Emory University and Columbia University, has worked in education for nearly a decade.  Download the entire classroom management series for free at http://www.jamesguilford.com/free_resources.  In addition to this e-book, you will find chapters from Guilford's young adult novel, The Pencil Test, lesson plans, and other free resources.

Classroom Management Part III: What to Do When All Your Students Hate Your Guts

You have survived Jimmy's temper tantrum, Stacy's rolling eyes, and Mary's comment about your "ugly" sweater. You have endured your homeroom, where Juan and Sara called your activity "stupid." And you have suffered through emails in which Keesha, Marcelo, and Tony--each in separate messages--called your grading unfair.

It is 3:30 PM. The school day is done. You pick up your dented armor--grade book, coffee mug, laptop, self-worth--and stumble out of the classroom. You feel exhausted. Defeated. And you are certain that all your students hate your guts.

This, the third in a series of eight articles about classroom management, will help you deal with the all-my-kids-hate-me phenomenon. Use the advice below to repair your armor and your ego.

DO THE MATH. Count the number of students who you feel "hate your guts." Divide this by the number of students you teach. Is the result less than fifty-percent? Twenty-percent? Do the names on this list change with the passing weeks? This bottom-line approach will help you recognize that you have a good rapport with the majority of your students.

GET CLINICAL. The best surgeon is not the guy with the most followers on twitter. The best neurologist is not the woman with the most friends on facebook. Just as other professions, teaching is not a popularity contest. It is a job. Some parts of that job--such as giving consequences or low scores--may make you unpopular with some students. Remember: an effective and responsible teacher does not Ms. Congeniality make.

MAKE REVISIONS. If you do the math and the percentage of students who "hate your guts" is high, then consider revising some part of your approach. Seek advice from other teachers and administrators. Perhaps the way you ask your students to quiet down needs modifying. Perhaps the way you grade essays or presentations can be tweaked.

BE A TEACHER. Set up conferences with students. Be sure to focus on classroom goals. Get information from the student about why the behavior is occurring. ("Jimmy, why did you fall to the ground and kick the desk?") Discuss the behavior in relationship to class expectations ("Mary, calling a person's clothing 'ugly' is disrespectful. In our class, we respect each other."). Make the situation a teaching moment for you and your students.

You cannot please all of your students all of the time. In other words, an occasional tantrum or rolling of the eyes by a few students does not mean your entire class hates your guts. Students are human. As such, they have emotional responses to their experiences. Using the tips above can help you "depersonalize" these responses and thus avoid feeling disliked or defeated.

Look out for other articles in this series, including the following:

• Tips to Avoid A Classroom Horror Scene
  
• What to Do When All Your Students Hate You
• Five Things A Teacher Should Never Ever Do
• How to Deal with the "Problem" Student
• Tackling Talkers, Whisperers, and Note Passers
• Avoid Loosing Students, and Your Mind, on Field Trips
• How to Win Your Students' Trust and Their Hearts
  
• Stay Sane.  Stay Organized.

Author's Bio

James Guilford, a graduate of Emory University and Columbia University, has worked in education for nearly a decade.  Download the entire classroom management series for free at http://www.jamesguilford.com/free_resources.  In addition to this e-book, you will find chapters from Guilford's young adult novel, The Pencil Test, lesson plans, and other free resources.

Classroom Management Part II: Five Things a Teacher Should Never Ever Do

I'm only human.
Of flesh and blood, I'm made.
I'm only human.
Born to make mistakes.
--Human League, "Human"

If you have attended any professional development session for more than three seconds, then you know you should not smite your students, call them names, or cast a spell transforming them into bloated, wart-covered toads. Still, there are those gray areas--those mistakes that we do not realize are mistakes--those pebbles that tumble over the cliff and set off an avalanche of classroom chaos.

This article will help you avoid such landslides. As the second in a series of articles about classroom management, this article lists five behaviors educators should avoid at all cost. What follows are a list of things teachers should never ever do.

LET'S GET PHYSICAL. But only if you are coaching a sport. Of course you know better than to hit students. As an adult, you should also avoid grabbing, tapping, or hugging students.

• WHY NOT. Touch can be misinterpreted. These tactile cues become even more confused when they are exchanged between a supervising adult and a child. Students have different relationships to physicality. Though you may not know a student's issues, you can trigger them.
• OTHER OPTIONS. To congratulate your students, give handshakes or high-fives. To console your students, listen to them and offer teacherly assistance. To gain the attention of your students, use the strategies mentioned in the next section.

YOU MAKE ME WANNA SHOUT! No matter how your students are behaving, do not shout at them in anger. Shouting is the equivalent of a verbal punch--a slap in the face with your larynx.

• WHY NOT. Shouting adds to the noise of the classroom, the noise you may be trying to address with your shouts. Shouting also startles students and makes them feel unsafe.
• OTHER OPTIONS. Replace shouting with a gentler method of signaling attention. Counting backwards from 5 to 1, ringing a bell, turning down the lights, or issuing a call-and-response clap are some tried and true methods to refocus your group.

CRY ME A RIVER. Perhaps a kid has shared a troubling story with you. Perhaps you have just had a difficult conversation with an administrator. Perhaps a parent has accused you of being unfair. There are a number of situations in which a teacher may feel like crying. Still, as much as humanly possible, avoid crying in front of your students.

• WHY NOT. Crying places your emotional needs before the needs of your students (literally and figuratively). Seeing a supervising adult cry could make students feel sad, guilty, or unsafe. Crying could also undermine your authority or burden students who are dealing with their own ups and downs.
• OTHER OPTIONS. If a situation at school makes you sad, angry, or frustrated, remember to focus on the situation as it relates to your job. Address it as such. If you are feeling overwhelmed at school or in your personal life, talk with an administrator, mentor, or school counselor.

WOULD I LIE TO YOU, HONEY? If you have not graded the quizzes, then do not tell the students that your dog ate their papers. If you have not read their emails, then do not tell the students that your hard drive crashed.

• WHY NOT. Lying compromises your credibility and your students' trust. Further, lying models a poor way of dealing with responsibility.
• OTHER OPTIONS. Be honest and transparent. Tell students that you have yet to grade their papers or read their emails. Apologize, and then, give them a date by which to expect your response. Exercising this level of honesty models a healthy way of balancing life's many responsibilities.

LOST IN EMOTION. Sadness, angry, frustration, and angst are a part of everyday life. You are human, and, as a human being, you experience emotions. Still, you should tuck these emotions away while you are teaching. Remember: a room full of pre-teens does not a therapist's couch make.

• WHY NOT. No matter if you are angst-ridden or overjoyed, broadcasting your feelings puts your emotions, and not the goals of the classroom, on center stage. Remember: you are paid to facilitate the development of your students, not to publicize your emotional highs and lows.
• OTHER OPTIONS. Personal days, sick days, and extended leave exist to help you take care of yourself. Use these breaks. In addition to these options, turn to family, friends, mentors, and therapists as appropriate emotional outlets.

Though you are an educator--wise, powerful, and all-seeing--you are also human. As a human, you are bound to make mistakes in classroom management. Minding the points listed above will help you avoid grievous errors and will sure up your classroom management skills.

Look out for other articles in this series, including the following:

• Tips to Avoid A Classroom Horror Scene
  
• What to Do When All Your Students Hate You
• Five Things A Teacher Should Never Ever Do
• How to Deal with the "Problem" Student
• Tackling Talkers, Whisperers, and Note Passers
• Avoid Loosing Students, and Your Mind, on Field Trips
• How to Win Your Students' Trust and Their Hearts
  
• Stay Sane.  Stay Organized.

Author's Bio

James Guilford, a graduate of Emory University and Columbia University, has worked in education for nearly a decade.  Download the entire classroom management series for free at http://www.jamesguilford.com/free_resources.  In addition to this e-book, you will find chapters from Guilford's young adult novel, The Pencil Test, lesson plans, and other free resources.

Classroom Management Part I: Tips to Avoid A Classroom Horror Scene

Have you witnessed the following horror scene?

A huddle of students in the back passing notes. A flank of kids in the front doodling on the white board. A cluster of students tucked in a corner playing handheld video games. The entire classroom a symphony of giggles and whispers, screeching and screaming, bleeps and boings and buzzes.

And let's not forget the teacher. Frazzled and flummoxed, he stands beside his desk and holds his hands before him. "Calm down, class," he says. His voice quivers with a combination of annoyance and alarm. He looks as if he has been cornered by a rabid dog.

Though this educator has a Masters from a prestigious university, though he has written detailed lesson plans, though he possesses a wealth of knowledge about the subject he teaches, our tragic teacher lacks one thing: classroom management skills.

This article will help you avoid the fate of our precarious professor. This is the first in a series of eight articles. In this segment, you will find basic classroom management strategies. Use these strategies to ensure that you avoid the horror scene outlined above.

Sign 'em Up. Begin with clear expectations. In the first week of class, students should brainstorm ways to have a respectful classroom. To this discussion, add your list of non-negotiable expectations. From these talks, draft a classroom charter. Have students and parents sign this charter. Now, you have an agreement-and a series of clear expectations-to which to refer when students need reminders.

Aim High. You know the sayings: Start tough. Don't smile until Christmas. It's easier to get easier. However it is worded, holding your students to high standards is key. Assume every student can adhere to behavior expectations. When students do not, follow up as outlined in your classroom's and your school's handbook. Do not waver and do not begin by cutting brakes. Doing either of these things will undermine both the schools protocol and your authority as a facilitator.

Don't Reinvent the Wheel. Instead of creating your own process from scratch, use the discipline and consequences outlined by your school. Aligning your policy with that of the school's will help administrators to better support your decisions. Further, this will make conversations about consequences clearer for students and parents.

Stay the Course. Be sure to implement policies with consistency. If you say you are going to call a student's parents, keep her after school, or send her to speak with the assistant principal, then do just that. Exercising policies with consistency will add a level of predictability, thus making students feel safe, informed, and fairly treated.

Speak in Code. How will you signal that students should be silent, return from breakout groups, or listen for instructions? Instead of yelling over the students, and thus adding to the hubbub, develop a code to signal that you want your students' attention. Counting backwards from 5 to 1, ringing a bell, turning or a colored light, or issuing a call-and-response clap are some tried and true methods to refocus your group.

Tell the Future. When students fail to meet expectation, narrate their behavior to them. Give them your observation of their behavior. Focus on the ways the behavior interrupts their learning and the learning of others. Tell them what will happen if the behavior continues. This helps the students see the consequences and thus make a decision to change their actions.

Chat 'em Up. When a student is having difficulty focusing, pull her aside and have a private conversation. Again, narrate the behavior and then ask the student questions that will give you information about what they are doing and why. The information from the student will better help you help her.

Take a Guilt Trip. No matter how clear, consistent, and "fair," you feel you are, you will have a student or parent who disagrees with you. Reactions to consequences you implement may arouse feelings of guilt. Instead of internalizing these feelings, move forward with the day and focus on the students who are meeting expectations. Later, find a constructive way to vent your emotions.

Whether you are a new teacher encountering the usual trial by fire, a substitute teacher who is unfamiliar with the ways of wayward youth, or a veteran educator who has lucked up on an unusually rambunctious group, these strategies can help. Look out for other articles in this series, including the following:

• Tips to Avoid A Classroom Horror Scene
• What to Do When All Your Students Hate You
• Five Things A Teacher Should Never Ever Do
• How to Deal with the "Problem" Student
• Tackling Talkers, Whisperers, and Note Passers
• Avoid Loosing Students, and Your Mind, on Field Trips
• How to Win Your Students' Trust and Their Hearts
• Stay Sane.  Stay Organized.

AUTHOR'S BIO

James Guilford, a graduate of Emory University and Columbia University, has worked in education for nearly a decade.  Download the entire classroom management series for free at http://www.jamesguilford.com/free_resources.  In addition to this e-book, you will find chapters from Guilford's young adult novel, The Pencil Test, lesson plans, and other free resources.

Diversity in the Classroom Part II: Five Novels to Help Students Explore Identity and Diversity

Because they are essentially "made up" stories, novels provide a safe way for readers to enter discussions about diversity and identity. Novels build a shared experience and provide a bridge from "the issues" to more personal conversations.  The list that follows highlights novels that provide a platform to discuss these issues.

1. Anthem by Ayn Rand. Self-determination is the central theme of this text. Written from the perspective of the main character, Equality 7-2521, Ayn Rand's novella, ANTHEM, depicts a future in which individuality has been replaced by group-think and unquestioned government rule.

2. American-Born Chinese by Gene Luen Yang. What is the price of straddling cultures? This graphic novel about growing up different is both a story of a Chinese-American childhood and a fable for the longing to escaping one's circumstances.

3. The Beggar Maid by Alice Munro. This series of interwoven short stories chronicles the class divide that occurs when the protagonist, Rose, leaves her hometown of Hanratty, Ontario after winning a scholarship to a prestigious university. Without preaching or judging, Munro illustrates the heartache, humor, and happiness that come along with straddling classes.

4. The House on Mango Street by Sandra Cisneros. This series of vignettes introduces readers to 11-year old Esperanza Cordero. Esperanza is a Chicana in a poor area of Chicago who dreams of becoming a writer.

5.  The Pencil Test by James Guilford.  What are the limits to self-definition?  Is identity a choice?  This novel puts forth these very questions.  It also uncovers the perils and pitfalls that the yearning to belong can create.  Kendry Clare, a white teen, transfers to an all-black high school.  At her new school, Kendry tells a lie that catapults her into popularity and controversy.

Novels provide a great way to explore themes of identity and diversity. Use chapters from these novels to supplement your curriculum. Choose one novel as a book in common. Make one of these readings the center of discussion during Black History Month; or create diversity programming around the themes in one of these book. These books can be useful both in student curricula and in staff development.

Technology in the Classroom - Six Easy, Inexpensive Ways to Use Technology in Your Curriculum

Educators worldwide have been issued the same challenge: integrate technology into your curriculum. Still, teachers are hard pressed to find concrete suggestions for using technology.  Never fear.  There are many ideas on this page.  What follows are six easy ways to integrate tech into your curriculum.  These suggestions will make your tech use organic to your classroom and user-friendly for you and your students.

1.  Appoint an Expert.  During readings and discussions, appoint a student as the class librarian. This student can use a computer to access online encyclopedias, dictionaries, author websites, and other references.  As unknown references come up, have the librarian do quick research and then report back while the class moves forward. This is a great way to increase understanding without interrupting the flow of the class.

2.  Add Commentary.  Have students submit writing assignments to you as email attachments.  Then, use the Comment function in Microsoft Word to post responses on student writing.  Save each draft to create an electronic portfolio for each student.  You can refer to this portfolio in parent conferences, specialist meetings, and student meetings. You can also use these comments to help with your progress report writing.

3.  Go Over Their Heads. Use an overhead projector or an LCD projector instead of handouts.  This is especially useful for pop quizzes, directions to activities, or short whole-group reading passages.  Using an overhead projector instead of paper is a great start towards a greener classroom.

4.  Refer to the Text.  Use text messaging to send quick reminders. Imagine a text to students about important projects or homework assignments. Imagine a text to parents reminding them about permission slips or parent-teacher meetings.  Texting is greener, quicker, and more reliable than paper notices.

5.  Fan the Flames. Start a facebook fan page.  Use this page to post discussion questions and website links. This page can also be used to initiate conversations about books or current events related to themes and activities in your class.

6.  Add Hype with Skype. Skype is an Internet service that offers free calling and video conferencing between computers. Imagine facilitating a discussion with students from a school across the country—or across the globe—about a novel or a current event.  Many authors offer free or inexpensive online book chats.  Use Skype to bring experts into the classroom without the hassle or expense of airfare, hotels, cabs, or other scheduling nightmares.

Integrating technology in the classroom need not be frustrating or gratuitous.  Moreover, using technology does not require that you teach at a school with millions in endowment or Ivy-League-level resources.  The above strategies will help you incorporate tech into your classroom in ways that are easy, valuable, and inexpensive.

ONLINE BOOK CHATS AND FREE ONLINE RESOURCES

James Guilford is the author of the young-adult novel, THE PENCIL TEST. Have an Online Book Chat (OBC) with James Guilford. With an Online Book Chat, you can easily integrate technology. Moreover, you can give your students an in-depth understanding of the novel, the writing process, and the life of a writer. Visit http://www.jamesguilford.com/speaking__workshops for more information. Find more free resources for parents, teachers, and home schools on the author's website.

Diversity in the Classroom: Five Films to Help Students Explore Identity and Diversity

Many educators agree that middle and high school students need coaching and exposure to develop a broader perspective around issues of identity and diversity. The recognition of this need spawned jobs such as Diversity Deans and Multicultural Coordinators. But how are these themes brought into the classroom? Because educators have so much material to introduce to students, including relevant social justice themes in a curriculum can be difficult. As a teacher and later as a Dean of Students, I often mediated conflicts around issues of diversity. In non-profits serving low-income students and in private schools where the mean family income was six times that of national average, I saw young people struggle with identity. The list that follows highlights five films that provide a platform to discuss these issues.

1. THE BLACK LIST (2008). Director: Timothy Greenfield-Sanders. Not Rated. Diversity is exemplified in the wide array of experiences discussed and perspectives uncovered in these interviews. In this HBO documentary, twenty-five prominent African-Americans of various backgrounds offer their own stories of black life in America.

2. KING GIMP (1999). Filmmakers Susan Hannah Hadary and William A. Whiteford. Not Rated. This documentary tells the story of Dan Keplinger, born with cerebral palsy, and his on-going battle from childhood through college graduation to enter the mainstream and be accepted by society both as a person and an artist.

3. JESUS CAMP (2006) Director: Heidi Ewing, Rachel Grady Rating: PG 13. This is great film to discuss (and complicate) ideas around religion. This film documents children at Pastor Becky Fischer's "Kids On Fire" summer camp. At Pastor Becky Fischer's camp, kids as young as 6 years-old are taught to become soldiers in "God's army" to "take back America for Christ."

4. SARIFINA! (1992). Director: Darrell Roodt Rating PG-13. Is there an age limit to political activism? Is there a singular face to oppression? Leleti Khumalo's "Sarafina" says no. This film adaptation of the South African musical by Mbongeni Ngema depicts students involved in the Soweto Riots in opposition to apartheid

5. TRANSGENERATION (2005). Sundance Channel. Not Rated. Are some identities unchangeable? Can we really decide who we want to be? This documentary asks such questions. This Sundance Channel eight-episode documentary focuses on the lives of four transgendered college students who take bold steps to claim their own identity.

The above films will provide a platform for lively discussions. They will also help broaden your students' horizons and give them information that can be made relevant to most Social Studies, English-Language Arts, or Humanities curricula. Be sure to survey these films before showing them to students.

MLK Day Activities: Three New Justice Issues to Explore with Your Students

An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity.
- Martin Luther King, Jr.

For schools, MLK Day is a time to celebrate the accomplishments of the African-American community. Understanding the history, culture, and triumph of Black America is one way to recognize Martin Luther King, Jr.'s contributions to society. To broaden students' appreciation of MLK Day, educators can help students examine broader social justice issues. After all, King was not only concerned with Black America. In the latter part of his career, his work extended beyond the Civil Right's movement into involvement with the poor, with Jewish leaders, and with worker's unions of the late 1960's.

This article highlights contemporary social justice issues, issues with which King might be concerned if he were alive today. The paragraphs to follow define concepts, point out resources, and suggest activities for your students.

AGING AND AGEISM: As a person gets older, they face a myriad of challenges, including health concerns and financial strain. One major obstacle faced by older people is ageism. Ageism is defined as discrimination based on age, especially prejudice against the elderly. To explore health concerns based on aging, students can view The Alzheimer's Project, a four-part documentary by HBO. This documentary charts the impact of Alzheimer's disease on families as well as scientific advancements in the understanding and treatment of this disease. To understand ageism, students can read excerpts from Todd D. Nelson's book, Ageism: Stereotyping and Prejudice against Older Persons. Nelson's book discusses ageism as a distinct form of prejudice and outlines ways to positively shape society's views about aging. In combination with exploring these different media, students can engage in the following activities:

• Interview. Interview an elderly person about their experience with aging and ageism, or interview one or more members in a family dealing with the onset of Alzheimer's disease.
• Letter to self. Write a letter to their older selves. In this letter, students can conjecture the challenges they may face in fifty years and ways to deal with these challenges.

CLASSISM: Classism is defined as bias based on social class and usually refers to the belief that people of middle-class or upper-class status are superior to poor, or lower-class, people. Students can read the New York Times' series on class, titled "The Shadowy Line that Still Divides." In this series, a team of reporters spent more than a year exploring the concept of class and its influence on destiny in American society. Additionally, students can view the movie Maria Full of Grace. This movie tells the story of Maria, a pregnant seventeen-year-old Columbian girl, who decides to work as a drug mule in order to raise money to support her family and her unborn child. In addition to viewing these media, students can engage in the following activities to deepen their exploration of classism:

• Fieldtrip. Learners can visit two venues (e.g. shopping malls, grocery store, or school), one in a lower-class neighborhood and one in an upper class neighborhood. Write a 1-2 page reflection on the differences in these venues and how these differences may affect the lives of community members.
• Reflective journal. Learners could write a journal entry reflecting on their class status. Discuss the benefits being a member of their class allots and the challenges that being a member of their class presents.

DIS/ABILITY. Because all people are more able in some capacity and less able in others, most can identify with the theme disability. Disability is defined as a physical or mental impairment that has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities. When exploring disability, students can examine the challenges and adaptations that come along with being disabled. Your students can view one of the following three documentaries: King Gimp, Murder Ball, or I Have Tourette's. The documentary King Gimp tells the story of Dan Keplinger, who was born with cerebral palsy, and his on-going battle to be accepted by society both as a person and an artist. Murder Ball explores the life of wheelchair rugby (murder ball) players. In this sport, quadriplegics play full-contact rugby in specially designed wheelchairs. I Have Tourette's, but Tourette's Doesn't Have Me explores the difficulties Tourette's syndrome can cause. The children in this documentary speak about the impact Tourette's has had on their emotions and self-esteem. To complement these documentaries, consider the following activities:

• Service-learning field trip. Arrange a trip where students volunteer to help people with physical challenges. Students can read info about the site they will be visiting and the physical challenges of the people they will be assisting. Next, students can write a 1-page reflection discussing their feelings about the visit before they attend. Finally, they can write a 1-2 page reflection on the visit after they have completed the service project.
• Speaker in the field. The instructor can arrange a speaker to discuss a specific ability challenge, perhaps related to one of the documentaries viewed by students. Before the visit, students can brainstorm questions to ask this professional.

Central to Martin Luther King, Jr.'s work was a belief is social justice, not just justice for Black Americans. To that end, consider deepening your students' understanding and commitment to King's ideals with an exploration of one of the above-mentioned themes. As MLK once said, "Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will."