Summer Self-Care: A Teacher's Guide to Refresh, Recharge, and Rejuvenate

Many, many, many moons ago I wrote a blog post called 5 Things Every Teacher Should Do Each Summer. That list focused primarily on work you could do over the summer to improve your teaching, like sorting your computer files, attending professional development sessions, and planning your curriculum. One year later I wrote 5 More Things Every Teachers Should Do Each Summer, that included a bit more R&R but was still very "doing" focused. Back then I was young and spry, and the field of education hadn't imploded into a complete disasterpiece of stress, burnout, and political vilification.

So this year I'm presenting a new list, focused on self-care, because you put 19.7 months of work in this school year and dammit, you deserve a break!

While I am giving this as a list, you do not have to do all of this. I mean really you don't have to do any of it, but if you do, I highly suggest you pick and choose what appeals to you and will help you recharge. I tried to include a mix of things to appeal to different dichotomies like indoor or outdoor, active or passive, and social or independent, so you can find something you like regardless of if you're an extroverted mountain climber or an introverted gamer.

So without further ado, here are 9 ideas for how teachers can make the most of their summer break.

TAILORED TEXTS: A GUIDE TO USING DIFFERENTIATED TEXTS AND QUESTIONS IN THE CLASSROOM

This post was originally intended to be a guide for using my Differentiated Article Sets (available on TPT ^_~), but it can apply to using any texts you have at multiple reading/lexile levels.

JUMP RIGHT TO IMPLEMENTATION SUMMARY

For those who don't know (Hey there, welcome! Hope you enjoy your time here.), I teach high school direct instruction English and Intensive Reading to students with high-incidence disabilities - primarily learning disabilities, language impairments, ADHD, and Autism. The reading skills of my students vary widely (from kindergarten-level to nearly grade-level), so I am constantly differentiating my instruction to meet their needs (or at least trying to).

One easy way to differentiate is to use texts that have been adapted to different levels of complexity. Differentiating texts allows students to engage with the material at a difficulty level they can be successful with, ensuring that all learners can develop their skills effectively.

While you could probably categorize your students into 10 different levels of reading ability (I know I can, lol), I typically group students into three levels. I think this is a manageable number for the teacher, and it typically works for creating small groups that are large enough to generate discussion, but small enough to provide students with practice opportunities and individualized support and feedback.

FINDING TEXTS

While teachers have been told for decades that we need to differentiate our instruction, there's surprisingly few resources for differentiated materials at the secondary level. Most of the differentiated text sets I've found online or on TPT are designed for elementary, or they include texts at different levels that discuss a similar topic, but don't cover the same information. This is fine if you're doing all of your instruction in small groups, but that's not realistic, nor is it ideal. While students can do some deep learning in leveled groups, they also benefit from mixed-ability groups and whole group instruction.

In order to differentiate in those settings, you need texts about the same topic at different instructional levels. The best-known source for this in secondary (at least in my experience) is Newsela. Newsela provides a variety of texts including (relatively) recent events. You can find some really interesting topics on there, and the texts are offered at up to five reading levels. They also include comprehension questions and writing prompts. If you're never tried it, I suggest you check it out. They have a paid version (I'm lucky enough that my district provides this) and a "Freemium" version.

While I do use Newsela, I typically only use it in small groups. Reason being that when they lower the levels of their articles, they tend to remove information and even entire sections. They also completely change the questions. This is fine in small group but makes any whole group discussion difficult and cumbersome (which kind of defeats the point of everyone reading about the same topic). I also find students get frustrated by the length of these articles and avoid completing them independently.

ReadWorks also provides some of their texts in differentiated levels in their StepReads category. I haven't spent a lot of time looking through these, mainly because most of the texts I checked only offered one lowered level of the text that was still pretty high in text complexity, so it doesn't work for my needs. I do like that they try to keep the same text structure, vocabulary, and content, but I think that hinders their ability to differentiate widely.

In researching for this article, I came across the website For the Teachers which offers texts at three different reading levels. They also list related skills for each text which I like since I often structure my curriculum around targeting specific reading skills (although I couldn't find anywhere that they provide any actual questions for the texts). It looks like there could be some good materials here, but I am concerned about their statement "These articles are fiction, but they are written to be read and used as non-fiction." Given the prevalence of false information these days, I don't understand why they would go this route. I also ran into issues of broken or incorrect links which would be very frustrating to deal with if I was trying to get resources together for a unit.

If you want to check out more resources, including some for elementary and some targeted to ELLs, Larry Ferlazzo offers a comprehensive list here.

Now I would be remiss if I didn't mention the differentiated article sets I've made. I created these because I couldn't find the resources I needed for my students. I was looking for articles that:

• Were available at multiple reading levels
• Were about interesting topics
• Covered the same key content in each article
• Included questions that could be applied across all levels of texts
  

My goal was to be able to provide my students with texts that were targeted to their instructional level, without making the difference obvious to other students in the class. Even when everyone is in the class because they struggle with reading, they still get embarrassed when they are given "easier" work than their peers.

My articles include three versions of the text (approximately 3rd, 6th, and 9th grade levels), four levels of text-dependent questions (including multiple choice and open response), and personal response questions. They're pretty cheap at only $3 too. If you think you might be interested, you can check them out here.

IMPLEMENTATION

Alright so you've found your articles. Now, how do you use them? There are a number of different ways, but I'll outline the four I use most often here. But first a quick aside about learner profiles

The Importance of Learner Profiles

When implementing differentiated reading strategies, it is crucial to consider each student's unique learner profile. This means taking into account their abilities with all components of the reading process. With my students I focus mainly on decoding and comprehension. I kind of view it like a Punnett Square (remember those from high school?).

Based on this we end up with four learner profiles. If you stop here, you can essentially make three levels of groups: students who are weak in both areas, students who are weak in one area, and students who are strong in both areas. In this case you can simply provide each of the three levels with three tiers of articles and questions.

In my article sets, you can use the quick print guide to do just that!

Method 1: Independent Reading with Targeted Texts and Questions

Assign texts according to each student's reading level, allowing them to work independently. This approach gives students the opportunity to practice their decoding and comprehension skills at a comfortable level of difficulty, fostering growth and confidence in their abilities. 

Your goal is for each student to feel challenged and supported. You can assign specific texts to students, or you can allow students to choose which one best suits their needs, promoting self-determination.

While differentiated articles work great for independent skill practice, they can also be excellent resources for working with students in small groups. In fact, it was working with my small groups that first inspired me to find leveled texts with similar content and skill practice.

Method 2: Small Group Reading for Targeted Support

For classrooms with diverse reading levels, small group instruction is crucial. This method allows for targeted instruction and support, ensuring that struggling students receive the necessary scaffolding to develop their skills. This method not only caters to the individual needs of each student, but also fosters a sense of community as students work together towards shared learning goals.

You can meet with all three leveled groups, but it's okay to sometimes let your higher-level readers work independently, while you work with lower-level readers. Struggling students need more direct instruction to build foundational skills and to ensure they are not practicing and reinforcing errors.

But Tracy, you say, I want to review the comprehension questions with all of my students, but I don't have enough time to meet with them all in small groups. How can I give them differentiated texts to read, but still review the questions together?

Method 3: Whole Group Discussion with Targeted Texts and Unified Questions

Our third strategy is to provide students with differentiated texts but assign the same set of questions. This approach allows learners at different reading levels to engage with the material in a meaningful way while still promoting critical thinking and comprehension skills. By using the same question set, students can participate in discussions and collaborate with their peers, regardless of their individual reading abilities.

If you use this method I would suggest using Level 2 multiple choice questions. Use whatever will best serve the needs of your students. If you worry that some students will struggle with the level of questions you chose to use, you can try having students work in pairs, rather than individually. If a student has strong decoding skills but struggles with comprehension, try pairing them with a peer who has strong comprehension skills and a weakness in decoding. They can work together to make sense of the text, discuss their ideas, and learn from one another.

But what if you have a greater variety of learners in your class and still want them to be able to work independently? Perhaps you have a student with strong decoding skills but very weak comprehension. If you give them a Level 2 set, they won't be challenged by reading the text, and the questions may be too difficult for them to answer.

This is where mixing and matching comes in.

Let's take our Punnet Square and further differentiate it by adding a third level for each.

Just by considering three levels of two components of reading, we have nine different profiles. To accommodate for those differences you need a mix of differentiated texts and differentiated questions. (If you're guessing my article sets contain both, you're right!).

Method 4: Mixing and Matching

There is no rule that says you have to use Level 2 questions with a Level 2 text. Mix and match articles and question sets to your hearts content. For example I have a student with decent comprehension skills but very weak writing skills (plus large handwriting!). I give him standard multiple choice text-dependent questions, but give him wide lined personal response questions.

You have to gauge your students to know which material is best for which student. Simple guidelines would be to base the text level on their decoding skills and the question level on their comprehension skills. From there you can fine tune as necessary.

Whew, that is a wall of text, isn't it. I didn't mean to ramble on so much but I hope you found this useful. Here is a brief recap:

• Using Differentiated Texts and Questions
• Four Main Methods
• Independent Reading with Targeted Texts and Questions
• Small Group Reading for Targeted Support
• Whole Group Discussion with Targeted Texts and Unified Questions
• Mixing and Matching
• Using Disorderly Teaching Differentiated Article Sets
• Articles can be used for any of the methods above
• The sets were originally designed to allow for whole group discussion
• You can further differentiate by having higher level students read independently while you read the article together with lower level students in a small group.
• Each article contains the same key information so that the content can be discussed in a whole group lesson.
• Levels are marked with a small code on the corner of the page. These codes are used to mask the level information so it's not as obvious to students.
  
• The codes are listed in the Table of Contents (p. 3). 
  
• The last letter of the code indicates the level.
  
• Level 1 = a
• Level 2 = b
• Level 3 = c
  
• The question sets are all worded the same way and cover the same skills and content, but are differentiated in response type.
• Questions can be reviewed in whole group, but it would then become obvious that some students have questions presented differently from others. There is nothing wrong with this, but you know your students and how they would handle this best.
• If you think this may be an issue, you can give students differentiated articles but give them all the same question set. In this case I would suggest using either the multiple choice questions with 4 choices, or open response with lines. Use whatever will best serve the needs of your students.
  

IT'S FINALLY DONE! - MY DIFFERENTIATED MOVIE GUIDE FOR STAR WARS EPISODE IV: A NEW HOPE

I made it! Just in time for Star Wars Day (May the Fourth Be With You!)

This year I added Star Wars Day to my class calendar, just for fun. Students started commenting about it and asking me questions. That's what led me to creating an article set about Star Wars Day. Since I work with students with a wide range of reading abilities, I made the article at three levels, like I did with my April Fools' Day articles. Honestly I'm really enjoying making those and have more in the works!

But I digress. Back to Star Wars. I realized my students have their state reading test the same week as Star Wars Day, so I decided we would watch a Star Wars movie together. It would give them a mental break, foster community by sharing my interests, and I know how well movies can work with struggling readers.

I gave a look for movie guides on Teachers Pay Teachers, but I really wasn't impressed with what I found. Most of them just asked basic, literal questions which are really more about forcing students to pay attention, rather than engaging them.

That's how I found myself a week ago sitting on the couch with a notebook in hand, writing down timestamps and coming up with inferential questions that would relate to our unit on elements of literature. I swear I really did intend to just buy a guide to, y'know, save myself some work. So much for that.

Now, once I had a good collection of questions, I thought I might have something worth sharing with other teachers on TPT. I adjusted and refined the content, created (what I think is) an easy to read and visually pleasing layout, and added before and after viewing questions to round it out.

Ya'll, I am unreasonably proud of the look of these pages ^_^()

And then, because I can never just keep things simple, I said so myself "Hey, I bet I could differentiate movie guides to."

Many focused afternoons and late nights (shout out to my poor boyfriend Ki who encouraged me while I was neglecting him), and I am happy to say that I have done it.

The final PDF ended up being a whopping 55 pages long!

I am so proud of myself for sticking with this and not dropping it half way like I usually do (thanks ADHD). And I'm also proud of what I made. It includes three complete sets of guided questions (pre-, during-, and post-viewing) at three different difficulty levels, while still providing rigor and tackling core literacy skills. Rather than writing the same questions three ways for the during viewing questions, I wrote them at two complexity levels, and then added multiple choice options to the lower level to support students who need added supports like ELL students or those with more significant disabilities. I think that works out much better and will allow those students to still be successful.

If you have any interest, I'd love it if you'd check it out over on Teachers Pay Teachers. This is the first movie guide I've ever made and I'm open to any kind of feedback. There' not enough out there for secondary students that need this level of accommodation or modification, so I want to make sure anything I put out there is good quality and of value to teachers and students.

ILLUSTRATING SUCCESS: UNLOCKING THE POWER OF GRAPHIC NOVELS FOR STUDENTS WITH DISABILITIES

I just received my formal observation for this year, and since my AP seemed especially impressed with my use of graphic novels, I figured it was worth a blog post.

I've loved graphic novel for decades, starting with reading manga back when I was in high school myself (this was way back in the day before Y2K if you're old enough to remember that. If not it was a land before time without cell phones when we still rode dinosaurs to school).

In all of my time as an educator I have advocated for the use of comics and graphic novels in the classroom, especially for students with disabilities. I'm happy to see public opinion and the industry taking this medium seriously. As a result there are so many amazing graphic novels out there for your students to enjoy.

Superpowers of Graphic Novels

Graphic novels are an excellent resource for supporting students with disabilities, thanks to their unique combination of visual and textual elements. In fact American Born Chinese is the first class novel I had my students read independently, rather than in whole group.

Here's why graphic novels can be so beneficial:

• Enhanced Comprehension: The combination of text and images in graphic novels can help students better understand complex ideas, themes, and vocabulary, making the content more accessible. Adding visual supports not only benefits students who struggle with visualization, but also helps students with poor decoding skills by providing context for what they are reading.
• Vocabulary development: Graphic novels often use a range of vocabulary, including complex words and idioms, which can help to improve students' vocabulary knowledge.
• Increased Motivation: The captivating artwork and engaging storytelling in graphic novels can capture students' attention and spark their interest in reading. Students who enjoy drawing, or fans of cartoons and anime love to see familiar art styles being use in their classes. The art itself can be appealing in its beauty or through the humor it conveys. I love seeing a student pause to point out a particular frame to a peer.
• Development of critical thinking skills: Graphic novels often require readers to interpret and analyze visual information, which can help to develop critical thinking skills and enhance students' ability to make inferences and draw conclusions.
• Inclusive Learning: Graphic novels can appeal to diverse learners, including those with disabilities, by offering multiple ways to access and engage with the material. It provides an opportunity for students to read independently without being overwhelmed by the number of words on a page.
  

Teaching With Graphic Novels

Graphic novels can be used in your classroom like any other independent or assigned reading. Personally I try to refer to manga and graphic novels the same way I would a traditional novel. I want to validate students who read them and emphasize the literary merit of the books. That being said, there are some things to consider before using a graphic novel in class.

• Choose age-appropriate material: Obviously this is the case for any assigned reading. You need to consider the age and reading level of your students and make sure that the content is appropriate. This is especially true in our current climate of book bans and school censorship. Be aware that some content may be considered acceptable in text form but not in visual form like nudity or graphic violence.
  
• Reading graphic novels is a skill: Some student may not have read a comic or graphic novel before. I recommend explaining panels, speech bubbles, thought bubble, and narration. I also provided example pages and explained to students which order to read the panels.
  
• Use graphic novels to teach complex concepts: Because graphic novels help eliminate many of the barriers faced by struggling readers. it opens up an opportunity for them to practice more complex skills. When we read American Born Chinese, I had my students focus on identifying theme and finding evidence to support their analysis.
  
• Encourage close reading: Graphic novels often contain subtle details and nuances that can be easily overlooked. Encourage your students to engage in close reading by paying attention to the visuals and analyzing how they contribute to the story.
• Integrate writing and discussion: Graphic novels can be a great starting point for classroom discussions and writing assignments. Encourage your students to share their thoughts and interpretations of the story, and use these discussions to help guide their writing. By the end of our unit, my students had graphic organizers filled with evidence they could use to write an essay (or paragraph for more significantly impaired students) about the themes of the book.
  
• Teach literary devices: Graphic novels often contain a variety of literary devices, such as foreshadowing, symbolism, and metaphor. Use these examples to teach these concepts and help your students develop their literary analysis skills.
• Promote creativity: Graphic novels are a great tool for promoting creativity and self-expression. Encourage your students to create their own graphic novels or to create illustrations for existing stories. You can also integrate some basic art analysis and practice visual literacy.
  
• Provide scaffolding: Even though graphic novels are much easier for struggling readers, you may still need to provide scaffolding to support their comprehension. This might include providing vocabulary lists, pre-reading activities, or guiding questions to help them engage with the material.

BONUS TIP: Look for graphic novels versions of traditional novels. You can provide these to struggling readers to support their understanding while the class reads the full novel. I'm a big fan of Manga Classics, and there are many others out there. Just search for graphic novel adaptations to find them.

Recommended Graphic Novels for Students with Disabilities

Here are some graphic novels I can personally recommend, or graphic novels that feature struggling readers or individuals with disabiltiies.

Ms. M's Recs

"American Born Chinese" by Gene Luen Yang: This award-winning graphic novel connects three stories to explore themes of identity, assimilation, and self-acceptance, making it an excellent choice for discussions about identity and culture.

"Persepolis" by Marjane Satrapi: This powerful autobiographical graphic novel tells the story of the author's childhood in Iran during the Islamic Revolution, offering a unique perspective on history, culture, and resilience.

"Maus" by Art Spiegelman: This is perhaps one of the best known graphic novels used in classrooms. It presents the true story of Jewish family's experience during the Holocaust. Spiegelman makes the content more palatable by representing Jewish citizens as mice and the Nazi's as cats.

"Solutions and Other Problems" by Allie Brosh: This autobiography explores themes of mental health, family, and loss through humor and vulnerability, making it a great choice for discussions about mental health and coping strategies. Honestly I love this author's work and thins she's hilarious, but it may not be school appropriate. There's a fair amount of cursing and it references suicide. Personally I'd be okay having it in my high school class library but would not assign it.

Graphic Novels Featuring Disabilities

NOTE: I have not read these graphic novels yet so I cannot speak for their content or appropriateness.

"El Deafo" by Cece Bell: Based on the author's own experiences growing up with hearing loss, this heartwarming graphic novel offers valuable insights into the challenges and triumphs of living with a disability.

"The Oracle Code" by Marieke Nijkamp and Manuel Preitano: This graphic novel features a teenage hacker who is paralyzed below the waist. The story follows as she works to solve a mystery in Gotham City while exploring themes of disability and identity.

"Collapser" by Mikey Way: This science fiction graphic novel follows a young DJ named Liam who suffers from anxiety. He discovers a mysterious black hole in his apartment and becomes embroiled in a cosmic conspiracy, making it an exciting choice for discussions about science, technology, and the universe.

"Last Pick" by Jason Walz: This dystopian graphic novel imagines a world where aliens have taken over the Earth and taken everyone they deemed useful. Everyone else, include those with disabilities,  are forced to live in enclosed cities, making it a great choice for discussions about political systems, discrimination, and resilience. There are sequels to this one so it's great for students who prefer to read series.

"My Brain Is Different: Stories of ADHD and Other Developmental Disorders": This anthology graphic novel by various authors explores the experiences of individuals with ADHD and other developmental disorders, making it a great choice for discussions about neurodiversity and inclusion.

LISTEN AND LEARN: UNLOCKING THE POWER OF AUDIOBOOKS FOR STRUGGLING READERS

 I'm a huge proponent of givings students time in class to just read. You can read my previous posts about Self-Selected Reading here and here.

There is one problem with S-SR though, and that's how to include students with significant deficits in decoding and fluency. If we just tell them to pick a book and read we'll end up with:

a) students who just pretend to read

b) students who reinforce errors by reading incorrectly

c) students who get frustrated trying to read (leading to decreased engagement and motivation)

So, how do we address this? Audiobooks.

The Magic of Audiobooks: Benefits for Struggling Readers

Audiobooks provide a wealth of benefits for secondary students with diverse learning needs:

1. Improved Comprehension: Audiobooks can help students better understand complex texts, as they can focus on the meaning without getting bogged down by decoding difficulties.
2. Increased Engagement: The narration in audiobooks can capture students' attention and keep them engaged, particularly for those with ADHD who may struggle with focus and attention.
3. Enhanced Fluency: Listening to fluent reading models can help students develop better reading fluency and expression.
   
4. Strengthened Listening Skills: Audiobooks can help students improve their listening skills. Students with autism can also improve their understanding of language, tone, and emotion.

Read and Listen: The Power of Synchronized Audiobooks

The best way to maximize the benefits of audiobooks is to encourage students to read the text while they listen. This multisensory approach allows students to see the words as they hear them, reinforcing both visual and auditory learning. It also helps students to make connections between the written word and spoken language, boosting their overall literacy skills. You'll be shocked how many times students will make comments like "That's how you say that word?" and "I've never actually seen how that word is written."

Some programs like Learning Ally have Synchronized Audiobooks available. I love these because they not only present the text with the audio, but they highlight each sentence as it's being read. This helps keep students focused and if they look away for any reason, they don't have to scramble to find their place again.

Discovering Audiobooks: Resources for Your Classroom

There are many sources to find audiobooks that cater to students' diverse needs. Here are a few recommendations:

• Learning Ally: Learning Ally is a fantastic resource that is specifically designed for students with dyslexia. While their are some books narrated with a synthesized voice, the vast majority are human-narrated texts. The included synchronized highlighting is what makes this my top choice. My state offers this program for free to teachers serving students with disabilities so you may want to check if it's available to you.
  
• Audible: Audible offers a huge selection of audiobooks, including popular titles and classics that can be easily accessed on various devices. If students are able to access the Kindle app or if you have Fire Tablets in the clsssroom you can use Immersion Reading with provides real-time highlighting like Learning Ally. Audible Plus is $7.95 per month and includes unlimited access to their Plus library, while Premium Plus is $14.95 per month and offers 1 monthly credit for any title in addition to the Plus library.
  
• OverDrive(Libby), cloudLibrary, and Hoopla: Many local libraries offer access to digital audiobooks through apps that allow students to borrow audiobooks for free with a library card. Alternatively if you're doing a whole class read, you can access the audiobook through your own library card to play in class.
  
• Project Gutenberg: For public domain titles, Project Gutenberg offers a collection of free audiobooks that can be downloaded or streamed.
  
• School Access: Check if your school district has access to any specific programs or platforms. Your media specialist or librarian will probably know.
  

I hope you'll consider giving audiobooks a try in your classroom, especially for Self-Selected Reading. Your students will thank you.

THE POWER OF PAINT: WHY PAINTING YOUR CLASSROOM IS THE FIRST THING YOU SHOULD DO

 

As I mentioned in a previous post, the first thing I did when I got my own classroom was paint, and it made such a huge difference.

(click to enlarge)

Since then I have painted every single one of my classrooms (up to five so far!) and helped my sister and my work bestie paint their rooms too. The way I see it, you have to stare at those walls for 1/3 of your day for most of the year. It might as well be something you enjoy looking at.

(Side note: I really need to post some before and after pictures of my rooms. Not sure if I should make that it's own post or just share them on Instagram.)

I think it really conveys a sense of caring to your students as well. Trust me, they notice when they walk into your room at the start of the year and see that your room isn't the same institution beige as all of their other classes.

But it goes beyond just aesthetics. Something as simple as the color of your classroom walls can actually affect your students' learning and behavior. For example, one study found that students in classrooms with light blue and green painted walls had lower blood pressure and pulse, and better behavior than when they were in a room with brown and off-white walls. Another found that monotone environments may induce anxiety and lead to irritability and an inability to concentrate.

Before I put paint to wall I did research on the psychology of color and the impact of color on students (especially those with disabilities). Here is what I found.

 

Understanding Color Psychology

Color psychology is the study of how color affects human behavior and emotion. Different colors can have different psychological effects on individuals. For example, red is often associated with energy, passion, and aggression, while blue is associated with calmness, tranquility, and focus. By understanding the psychology of color, we can use it to create a positive learning environment for our students.

Each color has its unique set of psychological effects that can impact an individual's emotions and behavior. Here are some common associations with specific colors:

• Red: Often linked to energy, passion, and aggression, red can be an attention-grabber but may also evoke feelings of anxiety or restlessness.
• Blue: Associated with calmness, tranquility, and focus, blue can create a serene and focused atmosphere.
• Green: Symbolizing nature, growth, and balance, green can promote relaxation and concentration.
• Yellow: Representing happiness, optimism, and creativity, yellow can stimulate mental activity and inspire positive feelings. However, too much yellow may cause agitation or overstimulation.
• Purple: Combining the stability of blue and the energy of red, purple is often linked to creativity, luxury, and wisdom.
• Orange:Often associated with energy, warmth, and enthusiasm, orange can evoke feelings of excitement and happiness, but it can also be perceived as bold or attention-grabbing.

 

The Best Wall Colors for a Classroom

While there is no one-size-fits-all solution to selecting the best wall color for a classroom, there are certain colors that have been proven to be more effective than others.

Blue: Studies have found that blue can help reduce stress and increase focus, making it an excellent choice for classrooms. This is especially beneficial for students with anxiety, ADHD, or other attention-related disabilities.

Green: Green is a natural and soothing color that can create a sense of balance and harmony in the classroom. It is also associated with growth and renewal, which can be motivating for students.

Yellow: Yellow is a cheerful and energizing color that can boost mood and creativity. However, it is important to use this color sparingly, as too much yellow can be overwhelming and cause anxiety.

Neutral Colors: Neutral colors such as white, beige, and gray can create a clean and organized space, which can promote a sense of calmness and focus in the classroom.

Colors to Avoid

While some colors can have a positive impact on student learning and behavior, others can have the opposite effect. Here are a few colors to avoid:

Red: Red is an intense and stimulating color that can increase heart rate and blood pressure. This can lead to feelings of anxiety and aggression, which is not conducive to a positive learning environment.

Orange: Orange is a vibrant and energizing color that can stimulate creativity and enthusiasm. However, it can also be distracting and overstimulating, especially for students with ADHD or sensory processing disorders.

Dark colors: Dark colors such as black and dark brown can create a sense of heaviness and negativity in the classroom. This can lead to feelings of depression and fatigue, which can negatively impact student motivation and productivity.

 

Crafting the Perfect Palette: Using Color Psychology in the Classroom

By being mindful of the psychological effects of colors, we can create classroom environments that promote learning, focus, and positive emotions. Here are some additional tips to consider when selecting colors for your classroom:

• Balance Warm and Cool Colors: Warm colors like red, orange, and yellow can evoke feelings of excitement and energy, while cool colors like blue, green, and purple can promote relaxation and focus. Striking a balance between these colors can create a harmonious and stimulating atmosphere.
• Consider the Needs of Your Students: When choosing colors, take into account the unique needs and preferences of your students, especially those with learning disabilities or sensory sensitivities. For example, cool and calming colors might be more beneficial for students with ADHD, while high-contrast colors could be helpful for students with visual impairments.
• Factor in Your Decor: If you're taking the time to paint, chances are you have a classroom theme or design scheme already in mind. Try to match your color choices to that. When we had a cafe theme, we did a soft, warm brown with accent colors. For my superhero classroom I used off white with dark gray accents to pair with the bright colors of the Carson Dellosa Aim High line of decor I used. This year I didn't have time to paint my whole room so it is the original beige with 2 lovely green walls to watch the botanical decor I've been using.
  
• Experiment with Accent Colors: As I said, you don't have to repaint your entire classroom to benefit from color psychology. Try just painting a single wall. Ideally you should choose a wall you want to draw attention to, such as around your whiteboard or where you place a word wall or other anchor charts.
• Consider the size of your classroom: If your classroom is small or cramped, choose lighter colors that will make the space feel more open and airy. If your classroom is large or cavernous, choose darker colors that will make the space feel more cozy and intimate.
  
• Avoid Overly Bright Colors: Brightly colored walls (as well as high light levels) may increase glare. They can also be overwhelming and lead to restlessness, particularly for students with sensory processing issues or ADHD. Therefore, the wall color in a classroom should not be too bright. Avoid super glossy paint for the same reason.
• Pay Attention to Lighting and Glare: Lighting can play a significant role in creating a comfortable learning environment, especially for students with visual impairments or light sensitivity. Soft, natural light is ideal. Avoid harsh fluorescent lighting, and consider using adjustable blinds or curtains to control sunlight. If natural light isn't an option, place some lamps around the room. It makes a huge difference! I use a set of remote plugs like these to turn mine on and off each day with no hassle.
• Limit Exposure to Fumes: This is for yourself and your students. Firstly, I highly recommend painting your classroom at the start of the year before students return. That way there is plenty of time for it to air out. When buying paint, go for one with low VOCs. I usually get Valspar Signature paint from Lowes and have never had an issues personally while painting (and I have allergies and asthma) and it doesn't leave behind a smell.
  

 

Sources

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015) The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis, Building and Environment, 89. 118-133 .

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2017). The Holistic Impact of Classroom Spaces on Learning in Specific Subjects. Environment and Behavior, 49(4), 425–451.

Chang, Bo; Xu, Renmei; and Watt, Tiffany (2018). "The Impact of Colors on Learning,"
Adult Education Research Conference. https://newprairiepress.org/aerc/2018/papers/30

Grangaard, Ellen Mannel, "Effects of color and light on selected elementary students" (1990).
UNLV Retrospective Theses & Dissertations. 2961

Mahnke, F.H. (1996) Color, Environment, and Human Response: An Interdisciplinary Understanding of Color and Its Use as a Beneficial Element in the Design of the Architectural Environment. Van Nostrand Reinhold, New York, 1-234.

Yildirim K, Cagatay K, Ayalp N. Effect of wall colour on the perception of classrooms. Indoor and Built Environment. 2015;24(5):607-616.

https://www.eschoolnews.com/educational-leadership/2023/01/20/classroom-design-promotes-effective-learning/

https://profcamp.tripod.com/ClassroomDesign/IdealClass.html

https://www.verywellmind.com/color-psychology-2795824

Distance Learning - Best Practices for Special Education

Distance Learning - Best Practices for Special Education

I know things are all a bit crazy and uncertain as we approach our first new school year in the era of COVID-19 (here's hoping someone reads this post in the future and says "Oh wow, remember that? So glad it's over." and not "Oh man, remember that? Things were so much better back then").

It certainly doesn't help that there is a serious lack of cohesion in our country, with some districts going back to full-time in-person teaching, some staying in full-time remote instruction, and others employing a myriad of "hybrid models." 

My school district recently announced that we will continue distance learning for the start of the school year until ???. Now that I know what we're doing, I feel like I can finally start planning for the new school year. To be honest I've been having a hard time, debating over a few different options:

• Recognize that this year is likely to be a crapshoot, try not to stress and save myself some work by following my District's scope and sequence with our online textbook.
• Use this as a chance to go all in with technology and play around with methods of online gamification
• Stick with designing my curriculum around self-selected reading and find a way to make independent reading work without the accountability of students reading in class.
• Not focus as much on reading and instead go all-in with writing instruction this year.

I've been bouncing these possibilities in my head for weeks, and finally talked to my darling partner Ki who (after listening to me babble for twenty minutes trying to get my thoughts in order) told me exactly what I needed to hear:

"What's going to be the best thing for your students?"

He also said some other lovely stuff about how I'll do amazing work no matter what I choose, and how my students always love my class and still will, but that one point really helped set my path.

Because here's the thing: This entire time I've been stressing about teaching remotely, I've been thinking about me. What will I do? What will I enjoy? What opportunities do I have?

I knew COVID-19 had forced teachers to think about a lot of things differently, but not that it had made my priorities do a complete 180. So I stopped thinking about what I would do and instead started to research what my students need.

The following information will be helpful for any teachers providing remote instruction, but I specifically researched what would work for secondary students with high-incidence disabilities like Learning Disabilities and ADHD.

Don't Abandon Good Teaching Practices

If you're reading this, then chances are you're a dedicated teacher who understands both content and teaching pedagogy. Many of the evidence based practices we've used for years still apply even when teaching online. Continue to use them, even if they need to be adapted for online use.

Want more resources on teaching practices? Check out the CEC's High-Leverage Practices, and the IES What Works Clearinghouse.

Build Relationships

I honestly believe this is the number one most important thing for any teacher, but it is especially true when working with students with disabilities. Many of these students have spent years in school feeling frustrated, disappointed, and less than. A teacher who takes the time to get to know them, caters to their needs and interests, and genuinely believes in them can make all the difference in the world.

This school year you may have returning students, or students you have never met before, so the amount of work you'll need on the front end will vary. Dedicate the first few days of the year primarily to building relationships. Remember, not only are you meeting your students for the first time, but many of them will be meeting their peers as well. Find ways to build in collaboration or discussion to foster friendships.

A word of WARNING: Avoid putting students on the spot, especially in the first days of class. No one wants to have to present to their entire class when they're still trying to settle in. I know it's easy to do a little "everyone tell us your name and some interesting things about you" in that first online meeting, but you might end up creating a lot of anxiety and stress.

Instead you can use something written or creative that doesn't require talking or being on camera, like introduction slides. If you want students to introduce themselves on video, use a tool like Flipgrid so students can record their video and redo it if they need to, to take some of the pressure off.

As the school year continues, remember that building relationships should be ongoing, and not limited to just a few icebreakers on Day One.

Keep Things Consistent

For many students with disabilities, knowing what to expect each day can be extremely helpful. This can apply in a number of ways, so I'll touch on a few. 

Scheduling - This is probably number one. Have a set schedule for each day or week and try not to change it. I know what you're thinking but this doesn't need to be overly specific or monotonous. Try to establish a schedule based on activity type, grouping etc. rather than something super specific. 

 

Websites and Tools - One of the issues I ran into when we went to remote instruction last school year was that if an assignment wasn't on Google Classroom, many of my students didn't do it. This became an issue when I tried to use other websites like Newsela or No Red Ink to issue student assignments. I started posting an "assignment" on Google classroom with instructions to go to the appropriate website and complete the task, but I still had too many kids who would just click "Turn In" and not do the assignment. 

This year I am going to try to have all assignments on one platform (either the online portal for our textbook or Google Classroom, depending on what I do curriculum-wise). I also found that students were getting confused about resources versus assignments on Google Classroom so I will probably set up a Google Sites page for resources.

Assignment Format - My students also had a hard time learning how to use different Google tools for completing assignments. Filling in Google Forms was easiest for them, but there's no way to save without submitting so it doesn't work for longer assignments. They did okay writing in Google Docs but were notorious for accidentally (or accidentally-on-purpose) deleting the directions or resources in the doc or even deleting the document itself. Then I tried using Google Slides with locked backgrounds for directions and text boxes for them to fill in. Many students couldn't understand how to use them, and others had technical issues especially when using their phones to work.

All of that led to a lot of frustration and time wasted on their part and mine. This year I will try to stick to Google Forms and then one other format for all longer assignments. I'll need to spend time teaching my students how to complete assignments in that format but once I do they'll know what to expect and how to do all of their work. 

Visuals - This one can be tough. There are so many cute PDFs on Teachers Pay Teachers, and adorable Google Slides templates that we want to try all of them (or is that just me?). But for students with disabilities, it is helpful to have a consistent look to your presentations and documents. They'll know what to expect and where to find information each time. I'd recommend establishing a template your follow in terms of title, text, and graphic placement. If possible use one consistent font, but if you want/need to be more creative then choose 2 or 3 and limit yourself to those. Mix things up by varying colors, graphics, and backgrounds.

 

Focus on Essential Skills

Distance learning is not the same as in person learning. It just isn't. For some students being able to work from home at their own pace is a blessing, but for many it's far more difficult. For teachers, checking in on student work and offering help will take longer, and classroom time will be lost due to technical issues.

We need to accept that reality and adjust our expectations accordingly. Aim to still hit all of your required standards, but consider what is most essential to cover in depth this school year. What will most help your students succeed next school year, in college or trade schools, and once they're employed adults? Focus on that and adjust your pacing as needed to meet the needs of your students.

Provide Oral Presentation

One of the most common academic impacts of disabilities for students is difficulty with reading. When we teach in person we often account for this by reading directions out loud, repeating them as necessary, and rewording them to ensure student understanding. In contrast, when students are completing work independently online, we tend to present instructions in writing along with whatever assignment they are doing.

Consider adding an audio clip of you reading the directions as well, or even better, include a video of you reading the directions and demonstrating on your screen. You can record audio with your phone or tablet, or any number of free audio recorders that will use your PC microphone. For recording your screen, Screencastify is really easy to use and free for recordings up to five minutes (if your directions are longer than five minutes, consider shortening them. If you can't, you may need to present them directly during a live session so students can ask clarifying questions).

Chunk Material

We would never spend an entire period doing just one thing and expect our students to stay engaged, so why are teachers doing 50 minute Zoom sessions? (Even worse, why are some teachers lecturing for 50 minute Zoom sessions?)

Depending on your schedule, you can break up your periods in different ways. If you have shorter periods you may do whole group for the first half, and then independent or small group work for the second half. Longer block periods will need to be broken up a bit differently. This may involve having students leave your video conference and then come back later at a set time. If you do this, make sure you're very clear about who is to come back when, and schedule reminders if you're able to.

Don't be afraid to have students do independent work. I know it's hard when you're not in the room to actively monitor students. If necessary, you can have students stay on camera while they're working.

Offer Direct Support

For a student to be successful when attending school from home they need top notch executive functioning skills - something many students with disabilities struggle with. Pay attention to which of your students seem to struggle with online learning and take time to work with them one-on-one. They may need help with how to physically use technology tools, navigating websites, accessing their accounts etc. Often older students do not have parents at home, or their parents may not understand the online platforms any better than your student does.

Also make sure you're offering one-on-one and small group academic support. If your students were working independently in your classroom, you'd likely be circulating and assisting as needed. You can stay online in your video meeting during student independent work time so students can pop in to ask for help as needed. If students aren't performing but don't ask for help, schedule a one-on-one meeting with them.

Document Everything

This should honestly go without saying. In the world of special education there is a constant need to document provided services, interventions, progress towards goals, etc. This goes double with distance learning. Many parents are rightfully concerned about ensuring their child is receiving the support they need and/or are legally entitled to.

As tedious as it may be, keep meticulous notes and records. Record your online sessions and maintain the recordings for a year (you may want to keep them longer depending on the student and their parent - use your best judgement). Save ALL of your e-mails. I use labels in G-Mail to keep everything organized and out of my inbox while still keeping all of my communication. Also, as tempting as it is to let your e-mails stand alone as documentation of contact, write them down in your notes or contact logs as well. The last thing you want to have to do is scramble to find and document every message with a staff member, student, or parent when you get called into a meeting or get an e-mail from the principal!

If any of the platforms you use provide data on student usage, log-in times, etc. grab screenshots of anything concerning, or for any students you feel you're more likely to be called upon to provide data for. This can not only document services and instruction you provided, but also if the student is attending as they've been instructed and attempting to complete their work.

Resources

Center on Online Learning and Students With Disabilities

Considerations for Teachers Providing Distance Learning to Students with Disabilities

Council for Exceptional Children Best Practices for Educating Online

Distance Learning: Supporting Students with Disabilities

The Science of Attention: How To Capture And Hold The Attention of Easily Distracted Students