Friday, March 10, 2017

THE POWER OF PAINT: CHOOSING A COLOR

The Power of Paint: Choosing a Color for your classroom based on color research - Disorderly Teaching

One of the first things I did when I got my new classroom was paint it. This was something I has planned for since I first decided to pursue teaching as a career, and I'm so glad I went through with it. I had to go in to work several days early, and my back was killing me by the end, but it just made the classroom feel so much more homey and inviting, and it showed the kids that I'm willing to make an extra effort to improve their experience in school. (It also covered all of the grungy and marked up spots on the walls from years of neglect!)

You can see the difference it made here:

The Power of Paint: Choosing a Color for your classroom - Disorderly Teaching

(click to enlarge)

The Power of Paint: Choosing a Color for your classroom - Disorderly Teaching



In a future post I'll have a nice pic spam of before and after shots for multiple classrooms, but first I wanted to share the research behind the colors I chose. I knew there was a lot of theory out there about color design and choice, but I wanted to know what actual research had to say. Below are some of the notes and excerpts I pulled from research, as well as the sources for this information:



According to Barrett, et al.

Color has a more significant impact on student performance in Reading and Writing, versus other subjects like Math.

The color elements were initially rated with pale and white colors rated low and vivid (saturated) colors rated high. However, as already mentioned, wall and display colors were subsequently found to be curvilinear meaning that the optimum level for learning was in the middle of the ranges.

Color, white- or pale-colored walls with a colored accent wall or panel and brightly colored furniture were found to be optimum for learning.



According to Grangaard:

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.



According to Mahnke:

The fourth wall, the front of the room that faces the students, should be a different complementary or at least a darker hue than the other walls. […] The different hue and color at the front of the room helps to reduce students' eyestrain as they look up and down to write notes, etc. A deep tone on any one wall can reduce glare.



According to Nuhfer:

Colors best suited for classrooms reduce agitation, apprehension and promote a sense of well-being. In brief, colors that reduce tension and anxiety produce a home-like atmosphere, in contrast to an "institutional" one.

Studies show that monotone environments may induce anxiety and lead to irritability and an inability to concentrate.


Pastel oranges promote cheerful, lively and sociable moods that are desirable in a college classroom.

Pastel yellow has a similar cheerful effect.

Greens and blue greens in pastels are calming and provide a good background color suited to relaxation into tasks that require concentration.


Brightly coloured walls (as well as high light levels) may increase glare. Therefore, the wall colour in a classroom should not be too bright.



According to Yildirim et al.

Cream, the existing colour of the research environment, was the neutral colour; pink was the warm colour and blue was the cool colour. The results of the study clearly indicate that the use of different colours in the interior environment of a classroom has a statistically significant effect on the perceptual performance of male students.

Blue-coloured space was perceived more positively – described as happy, roomy, peaceful, pleasant, calm and comfortable – compared to the cream and pink-coloured spaces. On the other hand, blue coloured classrooms were considered less attractive, exciting and dynamic than the others.

In common with other studies, this study has found that the use of cool colour, blue for interior surfaces would engender pleasant, peaceful, calm and comfortable perception of occupants; whereas warm colours such as pink, would make space seems more stimulating but smaller.




Sources

Peter Barrett, Fay Davies, Yufan Zhang, Lucinda Barrett. The Holistic Impact of Classroom Spaces on Learning in Specific Subjects. 2016


Grangaard, E. M. Effects of color and light on selected elementary students. 1993. (Doctoral dissertation).


Mahnke, F. H. Color, Environment and Human Response. 1996


Nuhfer, Edward B. Some Aspects of an Ideal Classroom: Color, Carpet, Light and Furniture." California State University. 2004.


Kemal Yildirim, Kubulay Cagatay, Nur Ayalp. Effect of wall colour on the perception of classrooms. Indoor and Built Environment. 2014


Tuesday, November 29, 2016

10 THINGS I SHOULD NOT HAVE TO SAY AS A HIGH SCHOOL TEACHER...BUT HAVE

10 Things I Should Not Have To Say as a High School Teacher...But Have


1. No, I will not have a staring contest with you.

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching



2. Let go of his nipple!

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching


3. You don't have to tell me that you have to poop.

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching

4. Martin Luther King was not the president, and no he's not still alive.

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching


5. Get out of that cabinet.

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching


6. I don't know if milk will make your boobs grow. Look it up at home.

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching


7. Put your pants back on.

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching



8. No, we cannot watch 50 Shades of Gray.

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching


9. Get that thumbtack out of your shoe.

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching


10. Give me back those paperclips.... All of them... .... .... Aaaaaalllll of them.

10 Things I Should Not Have To Say as a High School Teacher...But Have - Disorderly Teaching


Saturday, November 26, 2016

ASPERGER'S AND MANIC EPISODES

I'm really curious to know if people with Asperger's get manic episodes, or if it might be tied to ADD? Either way I'm in one right now.

Asperger's and Manic Episodes - Disorderly Teaching


When most people hear the word manic, they think manic-depressive or bipolar. Thankfully that is not me, but I do still occasionally (read: every few months) will have a manic day. That usually means I'm hyper, super gung-ho about getting things done, and can't focus on one task at a time.

Today I woke up to check some of Amazon's black friday deals and ended up just staying awake. A coupon for $10 off a book purchase (good through November 28, 2016 at 02:59am EST) led me to hours looking through reviews and excerpts of a number of books in my wishlist about Autism in Women, and neurodiverse relationships (and going into archives of numerous blogs). At the same time I was trying to clear shows from our DVR, do laundry, clear through my desks, find receipts for Kellogg's rewards before they're too old, working on a T-Shirt design for our Autism Speaks Walk, clearing stuff off the stairs, and considering making new dog beds. Somewhere in there I ended up reading an article about artificial sweeteners, taking an OCD quiz, looking into a new planner, and depositing a check. Also on the agenda for later in the day was hanging shelves, putting up our new microwave, setting up my dogs training collar, setting up the new Keurig, and cleaning the bedroom. Plus, you know, maybe eating and such.


Asperger's and Manic Episodes - Disorderly Teaching


It was way too much. I could feel myself trembling with anxiety and also eagerness. I was an accomplishment machine! Except I was bouncing between stuff like a mad woman. When Ki woke up I just started babbling at him about random things, while he noticed the after effects of those things, like the half folded laundry, the dog bed covers sitting in a heap on a pile of boxes, and the disaster of receipts on my desk. Finally a cognizant moment struck and I started to apologize. He immediately acknowledged that I was having a manic day and gave me a good strong squeeze to help me settle.

Asperger's and Manic Episodes - Disorderly Teaching


Then I realized I had a major assignment due today and I had nearly forgotten it.

So Ki took over handing the microwave with Momo, and even did the collar, so I could focus on my stupid, stupid assignment that took hours to do. But it's okay. It's done now.

Asperger's and Manic Episodes - Disorderly Teaching


I'm still feeling hyper but have gotten a bit more focused (although Ki and Momo having "inspriational" music playing while they work on the microwave and it is amping up my anxiety for some reason. Grr). I'm trying to just brain dump a list of everything on my mind and settle in to focus on just a few key tasks and maybe later I'll research Asperger's and manic episodes.


Update: Between writing this and looking for GIFs to add, I got over exuberant about going to measure something, tripped, and almost face planted.

Update 2: The music has gotten louder.

Update 3: I made them turn the music down. Now I feel guilty, even if they understand. Sigh.

Thursday, November 24, 2016

A THANKFUL TEACHER

I think as teachers it's very easy for us to focus on everything that weighs us down and overwhelms us, so today I want to focus on the good things in my teaching life.


I Am Thankful For:

  • A co-teacher whom I adore
  • The opportunity to work in the same school as my sister
  • A principal that supports me
  • Students who are sweet more often than they are salty
  • A kitchen full of books
  • My coffee maker from a former student
  • Decorating Committee
  • Flair pens
  • Pop up post-it notes
  • Student aids who actually do what we tell them to do
  • The grant paying for my master's degree
  • LTM days
  • Light bulb moments
  • Unexpected hugs
So, what are you thankful for in your teaching career?

Sunday, June 12, 2016

5 MORE THINGS EVERY TEACHER SHOULD DO EACH SUMMER

I previously posted my 5 Things Every Teacher Should Do Each Summer, which I still stand by and highly recommend you check out. But let's be honest: as teachers we put our whole heart and 99.7% of our energy into teaching during the school year so we have a lot to make up for come summer time. That's why I've got:


5 More Things Every Teacher Should Do Each Summer - Disorderly Teaching



1. Read


Perhaps I'm a little biased as a Reading teacher, but I think everyone should have a stack of books ready to read when they have some free time. I get a little overzealous with this each year and take home way more than I could possibly read. This year I brought home:

The Secret Life of Bees
Fever 1793
Speak
Paper Towns
Okay for Now
Unwind
A Lesson Before Dying
Kiss Kill Vanish

I also brought home several academic books to skim over the summer, and Mechanically Inclined to read. And I have several academic articles and research reports to look at. And books on hold at the library. And then I bought a new book... So yeah, I went a bit crazy.



2. Improve Your Health


Have you run yourself ragged during the school year? (Who am I kidding? Of course you have!) Take some time this summer to rejuvenate and take care of yourself. My primary goals this summer are to get back to eating healthy meals, and to get on my treadmill! I started the Zombie 5k program forever ago but never finished. This summer I'm committed to completing the program.

Also go and pamper yourself a bit. Get a fresh haircut, a nice pedicure, or a relaxing massage. If you don't want to spend a lot, look for a beauty school or college nearby that offers discount services for letting students do the work. Students in those schools need a certain number of practice hours and they're always looking for new victims volunteers.



3. Purge


This can apply to your home or your classroom (if you're crazy like me and will going in during the summer). Chances are you've got stacks of old receipts to file, old gifts you never wanted, clothes that don't fit, outdated class posters from the 80s, and some expired cough drops sitting around. Time to get rid of the junk, and breathe in a sigh of relief when you see how much more open your space becomes. If you haven't already read it, check out The Life-Changing Magic of Tidying Up. The author does get a little extreme and spiritual with her belongings, but it gave me the motivation to finally get rid of tons of clutter. Also, rolling your socks is the best thing ever.



4. Socialize


When's the last time you talked to your second cousin who has the same unique hobby as you? Was your nephew teething the last time you saw him and now he's applying for college? Now's the time to reach out. Sure, take a few weeks at the start of summer to hibernate and recharge, but then get out there. Look up some old friends, get together with family, go out with colleagues with a "no work talk" rule, or even just spend some quality time with members of your own household. Trust me, being aspie, this is hard for me, but I know there are benefits and it's worth the effort.



5. Make a List



Hmm, maybe this should have been the first thing on this list, but oh well. It's already typed and I'm too lazy to renumber everything now. Plus I want reading to be first because, you know - biased Reading teacher.

Anyway, one thing I find most years is that I let the summer get away from me. A week or two of just relaxing turns into a month and a half, followed by panic of "Where did the summer go?!" and "I didn't do anything!" So if you follow nothing else in this post, at least do this: Take a few minutes to sit down and put together a master list of what you want to do this summer. There should be fun and relaxing stuff, home projects or tasks you need to take on, and some work related stuff you never have time for during the school year.

To make this easier for you I've put together a printable summer planner which you can grab for free here:

Summer To Do List printable - Disorderly Teaching


Looking for ideas? Here's my list:

Summer To Do List example - Disorderly Teaching

So, what are your plans for the summer?



Note: this post contains a few affiliate links for books, which means I receive small commission if you decide to purchase anything through Amazon using my links. I only recommend items I've purchased and used myself, so trust that everything I post is legit, and I haven't received anything free or been asked to post any of these items : )

Wednesday, January 13, 2016

SOME TIMES YOU JUST WANT TO PINCH THEIR CHEEKS

One thing I believe in very strongly, though I haven't taken the time to discuss it much here, is building a rapport with your students. My situation may be different because I work in special education (though not with students with profound impairments etc), but I've found that even at the high school level, students crave respect and affection.



Working in high school, many of our students act like our signs of affection and caring don't matter, but often the kids who shun it most, most desperately need it.

Case in point: We have a student who barely spoke to me in his first year with me. He explicitly said he doesn't trust people and doesn't need anybody "getting up in their feelings" over him. If I tried to give him a hug, he'd run from the room.



We've now had this student in my class for three years. He still acts like I annoy him, and that he doesn't want to be around, yet he finds his way to our room repeatedly throughout the day. Despite knowing that he seeks us out, he still acts very closed off.



But yesterday something interesting happened. I had to leave early for a doctor's appointment. When this student came by our room, the following exchange happened between him and my co-teacher Janice:



Student: Where's Ms M---?

Janice: She had to leave for a doctor's appointment.

Student: Yo, wait. What kind of doctor's appointment? Do I need to be worried?

Janice: No, it was just a regular appointment.

Student: Oh, like a check up or something? Ok, good. because I'm gonna need her for the next twenty years.





So know that, even if it seems like you aren't getting through, and that the kids think you don't matter - you're wrong. It's working, they need it, and it's worth it.

Thursday, January 7, 2016

ON BEHALF OF THE SLOW KIDS


Disorderly Teaching - On Behalf of the Slow Kids


Today my sister started teaching her students about Maslow's Hierarchy of Needs. To introduce it, she had them write down what they felt was essential for life - what we cannot live without - on index cards.

The kids came up with the basics like food, water, oxygen, and shelter, as well as the luxuries you'd expect like internet, cell phone, Playstation, etc.

As she was writing all of their answers on the board, her student with autism and serious processing delays was still working on his card.

After what of course felt like an eternity, he handed his card in. Hearing his answers brought tears to my eyes.

There on his card was written: art, hope, help, and strength.

While everyone focused on our external needs, he zeroed in on what it means to be human and survive in this world.

Even writing about it now is getting me misty eyed. This is a student who is so in his own world that people assume he knows nothing and hears nothing. The kind of kid we teachers are often guilty of looking past, because it's easier than asking five times and waiting several minutes for a response. The very kind of kid we should be reaching out towards.

So I ask you, next time a student is too frustrating to deal with, too slow to respond, or seems to be in a other world, give them your time and patience. What you get back may surprise you.