How to Write an Argumentative Essay: A Step-by-Step Writing Guide

Imagine you are in the midst of a heated debate with a friend, colleague, or family member. You have a strong opinion on the topic at hand, but you need a structured and persuasive way to articulate your position. This is where learning how to write an argumentative essay comes into play.

These essays provide an opportunity to not only express your viewpoint, but also to persuade others to see things from your perspective. In this step-by-step guide, we will walk you through the process of writing a compelling argumentative essay that will captivate your audience and strengthen your academic writing skills.

Argumentative Essay Writing: Key Takeaways

  • Argumentative essays require research, a clear thesis statement and sound reasoning to support the argument.
  • Crafting an effective essay involves structure, flow and acknowledging opposing viewpoints in order to engage readers.
  • Researching evidence, revising and editing are essential steps for writing a successful argumentative essay.

What is an Argumentative Essay?

An argumentative essay is a form of argumentative writing that aims to articulate a position on an issue and persuade readers to accept the writer’s point of view through the presentation of reasoning and supporting evidence. The process of crafting an argumentative essay takes extensive research and a well-defined thesis statement to effectively convey the writer’s stance.

These essays, along with expository essays, are a vital component of academic writing, requiring a strong focus on the defined thesis statement. To write an argumentative essay, one must follow these guidelines and conduct thorough research to build a strong argument.

Argumentative essays, also known as persuasive essays, are essential in conducting thorough research of the topic, formulating a clear thesis statement, and providing sound reasoning to support your arguments. In-depth research into the subject matter, a thorough understanding of its complexities, and a comprehensive and rational argument in support of one side or the other are necessary for the composition of an effective argumentative essay.

Crafting a Compelling Thesis Statement

The thesis statement in an argumentative essay serves as the cornerstone of your argument. It concisely encapsulates the main points of the essay and indicates what the reader can anticipate as they delve into your work. Crafting a clear and concise thesis statement is essential because it establishes the tone for the essay, directs the reader on what to expect, and helps the writer address opposing arguments effectively.

When constructing an effective thesis statement, it is important to:

  • Incorporate your viewpoint
  • Provide evidence to back up your viewpoint
  • Ensure that your thesis statement is precise and unambiguous
  • Address the opposing point in an argumentative essay

By adhering to these guidelines while crafting your thesis statement, you will set the stage for a persuasive and well-structured argument.

Organizing Your Essay: Structure and Flow

A well-organized argumentative essay typically consists of an introductory paragraph, body paragraphs, and a concluding paragraph. Adhering to this recommended structure ensures that your essay flows logically and effectively presents your arguments.

In addition, it is important to consider the length of your essay and the specific assignment requirements, as these factors will influence the overall structure and organization of your work.

Introduction

The introduction serves as the gateway to your argumentative essay, and it is crucial to create an engaging and informative opening that captures the reader’s attention. Begin by providing an overview of the topic, along with pertinent background information that will help the reader understand the context of your argument. Then introduce your thesis statement, which will serve as the foundation for the entire essay.

Crafting an engaging introduction also involves exploring the middle ground between opposing viewpoints. By acknowledging the merits of conflicting perspectives, you demonstrate that you are approaching the topic with an open mind and a genuine desire to engage in thoughtful discussion. This will help establish credibility with your reader and set the stage for the arguments you will present in the body of your essay.

Body Paragraphs

The body of your argumentative essay is where the bulk of your persuasive power lies. Each body paragraph should present a distinct point, supported by relevant evidence and persuasive reasoning. This is the part of the essay where you will build your case and convince the reader to see things from your perspective.

To construct strong body paragraphs, it is crucial to address opposing arguments and counter them with evidence and reasoning. This not only strengthens your own position, but also demonstrates your ability to engage in a fair and rational debate. By presenting well-researched and logically structured arguments, your body paragraphs will effectively persuade your reader and reinforce the validity of your thesis statement.

Conclusion

In the conclusion of your argumentative essay, your goal is to effectively summarize the key points of your argument and emphasize the importance of the topic. This is your final opportunity to make a lasting impression on your reader and drive home the significance of your arguments.

For longer argumentative essays, the conclusion may also address the merits and shortcomings of your argument, as well as potential areas for future research. By presenting a balanced and thoughtful overview of your essay, your conclusion will leave your reader with a clear understanding of the topic and a lasting impression of the importance of your argument.

Choosing the Right Argument Type

There are several argument types to choose from when crafting your argumentative essay, including Toulmin, Rogerian, and Classic arguments. Each argument type has its own unique strengths and is suited for different topics and contexts, as seen in most argumentative essays.

The Toulmin model is a commonly used structure in academic essays, which focuses on the development of a logical argument through four steps.

  1. Claim: stating the main argument or thesis
  2. Evidence: providing supporting evidence or reasons for the claim
  3. Warrant: explaining the logical connection between the claim and evidence
  4. Counterclaim: addressing potential counterarguments and providing rebuttals

The Rogerian model, on the other hand, seeks to present a balanced view of the issue and strives for a compromise between opposing viewpoints.

The Classic or Aristotelian argument is a traditional strategy for constructing a persuasive argument that emphasizes logic and reasoning. By carefully considering the nature of your topic and your audience, you can select the argument type that will best support your thesis and strengthen your overall essay.

Research and Evidence Gathering

Thorough research, including empirical research, and credible evidence, are the lifeblood of a successful argumentative essay. Without solid evidence, your arguments will lack persuasive power and may be easily dismissed by your reader.

One crucial aspect of research and evidence gathering is citing your sources accurately and consistently. This not only gives credit to the original author, but also demonstrates intellectual integrity and strengthens your reader’s trust in your work. Additionally, proofreading your essay for errors in grammar, spelling, and punctuation is essential to ensure the accuracy and professionalism of your work.

By investing time and effort into research, evidence gathering, and proofreading, you will significantly enhance the credibility and persuasiveness of your argumentative essay.

Writing the Body: Building Your Case

As you write the body of your argumentative essay, keep in mind that developing strong arguments and analyzing evidence are key components of a persuasive essay. Each point you present should be well-researched and supported by credible evidence, ensuring that your arguments are both sound and compelling.

Maintaining a logical flow throughout the body of your essay is also crucial. This will help your reader easily follow your line of reasoning and understand the connections between your points. By addressing opposing arguments and presenting well-structured, evidence-based arguments, the body of your essay will effectively persuade your reader and leave a lasting impression.

Revising and Editing Your Essay

Once you have completed your argumentative essay, it is essential to revise and edit your work to improve clarity, strengthen arguments, and ensure intellectual integrity. This process involves reviewing your essay for errors in grammar, spelling, punctuation, and formatting, as well as optimizing word choice and sentence structure.

Online resources such as Grammarly can be invaluable tools for proofreading your essay and identifying areas for improvement. Additionally, allowing for a period of rest between writing and proofreading can aid in detecting minor mistakes that may have gone unnoticed during the initial writing process.

By meticulously revising and editing your essay, you will ensure that your work is polished, persuasive, and ready for submission.

Tips for a Successful Argumentative Essay

In addition to the steps and best practices outlined in this guide, there are several other strategies you can employ to enhance the success of your argumentative essay. Brainstorming, for example, is a technique for generating ideas and solutions to a problem and can be an effective approach to developing ideas for your essay. One way to brainstorm is by considering various argumentative essay prompts, which can help you explore different perspectives and topics.

Outlining is another crucial step, as it helps you organize your ideas and arguments into a logical structure before you begin writing. Finally, proofreading your essay for errors and inconsistencies is essential to ensure that your work is free of errors and ready for submission.

By applying these additional tips and best practices, you will be well on your way to crafting a successful argumentative essay that effectively persuades your reader and strengthens your academic writing skills.

Frequently Asked Questions

How do I begin an argumentative essay?

To begin an argumentative essay, start with a strong thesis statement that clearly states your position. Provide any pertinent background information to support your argument, and outline the evidence you will be presenting in your essay.

Finally, explain why the topic is important or why readers should care about the issue.

What are the 5 steps of an argumentative essay?

The five steps to writing an argumentative essay include introducing the problem, explaining your opponent’s perspective first, explaining your own perspective, presenting evidence and concluding your argument.

How do you structure an argumentative essay?

When structuring an argumentative essay, one should begin with a clear thesis statement and provide evidence to support it. This can be followed by refuting counter-arguments, outlining the limits of the argument and presenting evidence in body paragraphs.

Finally, a conclusion should powerfully summarize the argument with supporting evidence.

What is the difference between an argumentative essay and a persuasive essay?

Argumentative essays present a well-researched and reasoned argument, whereas persuasive essays rely more on emotional appeal and personal opinion.

How do I choose the right argument type for my essay?

When choosing the right argument type for your essay, consider the topic and who you are writing for, to decide whether a Toulmin, Rogerian, or Classic argument is best suited.

Toulmin arguments focus on the logic of an argument, while Rogerian arguments focus on finding common ground between two opposing sides. Classic arguments focus on presenting a strong case for one side of an argument.

By understanding the different argument types, you can choose the arguments.

Summary

In conclusion, writing a compelling argumentative essay involves a series of steps including understanding the purpose and essential elements of argumentative essays, crafting a compelling thesis statement, organizing your essay structure, choosing the right argument type, conducting thorough research, and revising and editing your work. By following this step-by-step guide, you will be well-equipped to create a persuasive and well-structured argumentative essay that captivates your audience and strengthens your academic writing skills.

We encourage you to apply the tips and best practices outlined in this guide as you embark on your own journey of crafting persuasive and thought-provoking argumentative essays. Remember, the key to a successful argumentative essay lies in thorough research, sound reasoning, and a genuine desire to engage in thoughtful discussion. Best of luck in your writing endeavors!

Intentional Teaching: Examples and Strategies

Intentional teaching in early childhood is an interesting topic for educators and parents because both parents and educators need new effective educational approaches. The process of teaching and learning is very complex, and it always combines different contexts, interactions between children and teachers, and different content. The role of teachers is impossible to underestimate because they are in charge of making these interactions happen and delivering the material. Intentional teaching is aimed to make the teaching process more meaningful and effective.

What Intentional Teaching Is

First of all, let’s consider the intentional teaching definition. This is an “active process and a way of relating to the children” that is based on recognizing children’s strengths. The intentional teaching approach requires teachers to be thoughtful about their decisions and actions. Everything a teacher does should be aimed to improve children’s overall development and maximize the effectiveness of the learning process.

Intentional teaching requires teachers to set clear goals and to plan the educational process so that they can achieve specific outcomes. Teachers should recognize the strengths and weaknesses of their students and choose the best ways of interaction, thinking about children’s development. In short, the meaning of intentional teaching is obvious from the very name of this approach. Teachers should rely on intentional decision-making in their relationships, curriculum, and administrative responsibilities.

Intentional teaching is a much more dynamic process than traditional approaches because the whole learning experience becomes well-planned and goal-oriented, even when it looks improvised. Intentional teaching is all about decision-making, and it is based on planned experiences, while also requiring teachers to quickly react to any of the children’s inquiries. Although planning is important, teachers should also be able to quickly adapt to unforeseen circumstances.

Teachers may use different intentional teaching strategies and they need to understand the ndividual learning capabilities of each particular child. Besides, teachers should understand how the learning process works. To choose the right strategies and maintain effective communication, teachers should also know children’s interests. Even the curriculum isn’t determined strictly by teachers but rather co-created with children. Creative curriculum intentional teaching cards are often based on conversations with kids and aimed at specific skills.

What Is an Example of Intentional Teaching?

Intentional teaching may involve a vast variety of activities aimed at identity development, building relationships, overall children’s wellbeing, active learning, and communicating. Given the variety of intentional teaching strategies, there are countless examples of intentional teaching. Intentional teachers apply investigation and problem-solving to everyday situations and encourage curiosity. Teachers may intentionally create challenges so that children can experience the application of ideas in practice. Quite often, intentional teachers also carefully choose the right voice and gestures to create a sort of roleplay.

The intentional teaching approach can be used in various situations. For instance, teachers may use open-ended questions so that children can formulate unique opinions and use argumentation. Intentional teaching may also apply to children’s daily routines. For instance, teachers may encourage children to manage their personal belongings. Teachers may also focus on improving kids’ self-confidence, helping them build relationships, or exploring practices related to safety and health.

6 Strategies for Intentional Teaching

Intentional teaching strategies are based on the parents’ goals. Teachers need to consider children’s interests and skills, and they should also take into account parents’ aspirations for their kids. Therefore, the first step of intentional teaching is to determine the goals and priorities. This way, teachers can choose the right strategies and come up with a curriculum tailored to the needs of children and their parents’ vision. Here are the six best intentional teaching strategies that help teachers achieve better results.

  1. Shared priorities for the curriculum

As we’ve already mentioned above, parents should be involved in the education planning process, helping teachers choose the right approach. For instance, parents can determine priorities for the setting. Teachers should also adopt an individual approach, considering individual features of children’s development. The teachers’ priorities should not only align with the parents’ vision but also create opportunities for children so that they can pursue their interests and use their strengths.

  1. Intentional interactions and environments

Teachers can encourage shared problem-solving and combine various teaching behaviors, including modeling and demonstrating. Teachers may also participate in kids’ play and get actively involved in the process. This way, teachers can introduce creative ideas. At the same time, it’s important not to disrupt the element of improvisation.

Various engaging activities enable teachers to demonstrate subjects from the curriculum while kids are having fun. For example, teachers may explain gravity force while children are playing basketball. No matter what approach you choose, the main thing is to extend the learning experience, making it more engaging and comprehensive.

To answer the question “what does intentional teaching mean?” you should just keep in mind that it’s children-centered and goal-oriented. All the interactions in class should be tailored to the kids’ needs and aimed to improve their knowledge or skills in a specific area. Therefore, teachers should create supportive environments for exploring specific subjects.

  1. Intentional assessment

Well-thought-out curriculum decisions are impossible without assessing the specifics of children’s learning and their capabilities. Analyze your observations to track kids’ progress and make the necessary changes to the learning process. Your assessment shouldn’t necessarily be formal. Record your observations after interacting with kids or listening to them. Note their current understanding of a certain subject and determine what ideas and concepts are within their reach.

It’s also important to assess not only kids’ individual capabilities but also sources of knowledge available in their families, as well as their families’ culture, thinking of what skills might be easier to master for a certain child. You should also consider their overall wellbeing and determine what activities and habits can be beneficial for them.

  1. Intentional curriculum design

Intentional teaching also involves planning interactions related to children’s play. Teachers can integrate purposeful interactions into fun activities. If you’re going to adopt intentional curriculum design, you should plan what you’re going to say or do in each specific situation, as well as what environment will be most appropriate in this situation.

This way, you’ll be able to create meaningful experiences. For example, you can add elements of numeracy and literacy to the children’s regular fun activities. Therefore, intentional teaching activities for preschool can be especially beneficial, enabling teachers to make the learning process comprehensive without making it boring.

A very effective element of intentional teaching is questioning. You can reinforce learning goals by asking children how to achieve something that they want, how something works, or how to learn more about their favorite subject. You may also use analogies with family life and home to not only explain something but also learn more about the kids’ interests.

  1. Intentional pedagogies

You should understand how kids develop when interacting with different types of environments and choose contexts and strategies that can be useful in each particular situation. Introduce modeled play and integrate scripted elements into kids’ free play. For instance, you can initiate planned play, adding resources that will help you introduce important ideas or explain complex issues. You may also encourage roleplay and act as a guide.

Intentional teaching implies choosing pedagogies based on kids’ interests and experiences, along with clearly defined goals that are based on your assessment of their capabilities. You should engage in the learning process and add your experience and knowledge to it, without turning into the most active participant. Encourage co-creation and use organic interactions to align the learning process with the children’s imagination, interests, and intentions.

  1. Intentional evaluation

The intentional teaching approach should be used at every stage and in all aspects of the learning process. When creating intentional teaching cards, you can take into account your interactions with children and consider them in the context of the general learning goals. For example, you may notice that children have acquired some additional knowledge or developed new skills. Keep in mind that, no matter how effective your strategies are, a teacher’s efforts cannot always be successful so you need some patience.

Evaluation is an integral part of intentional teaching because the learning experience should be dynamic, and you must always adapt it to the kids’ needs and capabilities. Reflect on your observations and respond to them in a personalized way. You should always evaluate not only kids’ progress but also your interactions with them so that you can abandon practices that don’t bring the desired results and come up with new solutions.

Wrapping Up

In this article, we answered the question “What is intentional teaching?” and considered the key approaches used by intentional teachers to achieve the best results. If you’re looking for new teaching practices that can increase the effectiveness of the learning process while also making it more engaging, the concept of intentional teaching can provide you with many useful ideas. Teachers can be actively involved in the learning process and make sure that all activities in the classroom serve a specific purpose. The main thing is to consider children’s knowledge, needs, and interests, using this information to communicate more information.

What Is Whole Brain Teaching and How Does It Work?

The modern educational system faces more and more challenges every year, and not all of these challenges are easy to address. As a result, many teachers get disappointed in the existing approaches that fail to solve problems that have existed for many years. Corporal punishment hasn’t been used for many years, and now teachers also have to stop using withholding recess as punishment, as well. Maintaining discipline and keeping kids engaged becomes more difficult than ever. A quickly growing number of kids diagnosed with ADHD, autism, and ADD makes the situation even more challenging for teachers.

There’s no surprise that many educators feel frustrated when seeing college freshmen who are completely unprepared for their higher education. As for the elementary teachers, they are happy to use any methods that can help them keep the classroom engaged, no matter how well these methods fulfill the students’ educational needs. For many teachers, students being cooperative and sitting still behind their desks is what they want but rarely see in reality.

Experienced teachers are always happy to learn about new methods that promise an opportunity to improve discipline in class. At the same time, experienced teachers always take the news about another revolutionary approach with a grain of salt. Fortunately, sometimes, new approaches actually help solve some common issues in the classroom, and this is the case with whole brain teaching strategies.

Whole brain teaching was developed by three teachers from California who addressed some problems familiar to thousands of teachers from all over the world. This approach is aimed to make children not only listen to what you say but also move with you and stay engaged. Lots of engaging activities allow teachers to use whole brain teaching for challenging kids, while whole brain teaching classroom rules make this approach perfect for teachers who struggle with maintaining discipline.

What Is Whole Brain Teaching?

This is an instructional method that became very popular thanks to the popularity of social-emotional learning. Whole brain teaching makes the learning process much more energetic and engaging. The learning process to a large extent relies on mimicry and it’s based on the neuroscientific features of the human brain. The more boring the lessons, the less effective they are. The whole brain teaching definition is perfectly reflected in the very name of this approach because it’s aimed to engage every area of a child’s brain. 

Generally, this approach is based on authority. Students are constantly reminded that their teacher is the ultimate authority. Teachers answer any of their students’ questions and facilitate the learning process, but whole brain teaching is generally teacher-centered. Of course, establishing authority in class is a common challenge, so the whole brain teaching approach utilizes several effective techniques. For instance, the class should be immediately introduced to the “Class Yes” technique.

Thanks to “Class Yess,” students get used to answering the teacher immediately, at any given moment. The teacher says “Class,” and all students should immediately answer “Yes.” Students should also use the same tone as their teacher. If the teacher shouts “Class!,” all students must shout “Yes!,” and if the teacher speaks quietly, all students should also answer quietly. 

Although such an approach may look a little silly, this is exactly what makes it effective. According to the creator of this method Chris Biffle, teachers should make their classes more engaging and less boring by delivering unexpected moments of fun and joy. Briffle also describes many useful games in his whole brain teaching book. “Class Yes” not only makes lessons less boring but also gives teachers a great opportunity to immediately get their students’ attention whenever they need it. The high engagement of this approach is a reason why many educators use whole brain teaching in kindergarten. 

How to Implement Whole Brain Teaching?

We’ve already mentioned the “Class Yes” technique so let’s take a look at other strategies used in whole brain teaching.

  • Mirror Words

The teacher says “Mirror Words” and lifts their hands. The students repeat the phrase and lift their hands too. After this, they repeat the teacher’s words and mimic their gestures. This is a great example of the whole brain teaching principle that implies engaging multiple areas of students’ brains at once.

  • Direct Instruction

The more you talk to the students, the less focused they become. The Direct Instruction technique is all about presenting information in an engaging and digestible way. For instance, you can present one point at a time, using very short lessons. You can also go through a list of bullet points. You can also use Mirror Words and Class Yes to summarize the material of a lesson, and illustrate your material with slides so that students will retain more information.

  • Collaborative Learning

Collaborative learning means that students get knowledge and instructions not only from their teacher but also from each other, as well. The collaborative learning principle of whole brain teaching can be illustrated by one of its distinctive techniques Teach Okay. When the teacher says “Teach,” students respond “okay” and start teaching each other, using large gestures. This technique enables students to train their oral skills and to better comprehend the material they’ve just learned from the teacher.

  • Character Education

When the teacher says “Please,” students respond “Okay.” When the teacher says “Thank you,” students reply “You’re welcome.” When the teacher praises the students’ work, they say “Thank you.” The same approach used in Class Yes and Teach Okay can help teach children mutual respect and help in character development.

What Are the Rules of Whole Brain Teaching?

If you do some whole brain teaching research and watch whole brain teaching videos, you will quickly realize that this approach is not only about having fun but also about strict rules that ensure discipline and connect teachers and students. A teacher should do rule call out from time to time so that students will memorize and repeat the rules. Whenever a certain rule is broken, the whole class recites this rule. This practice eliminates the element of conflict while also uniting the students behind the teacher’s leadership.

  1. Follow directions quickly
  2. Raise your hand to speak
  3. Raise your hand to leave your seat
  4. Make smart choices
  5. Make our dear team stronger
  6. Keep your eye on the target

While most of these rules are self-explanatory, rules four and five deserve more attention. Rule four is very powerful, and it refers to all areas of students’ lives, including lessons, the time they spend at home, and the time they spend on the internet. Children should always look for the smartest solutions, making smart choices.

Rule five is mostly intended for the students who question the rest of the rules. No matter what rule is broken, students will often say that they didn’t do anything wrong. Rebels may think that they make smart choices, and they may argue with you. Therefore, you need the main rule that cannot be disputed under any circumstances. Children should understand that, if they deny breaking whole brain teaching rules or argue with you, they don’t make the team stronger. This rule will help you stop any argument.

Wrapping Up

Whole brain teaching is a very effective approach because it’s engaging and well-structured. The whole brain teaching techniques can help teachers address many common issues and make sure that all students remain actively involved in the learning process.

How to Teach Cursive Writing to Children

Modern children rarely need to use cursive handwriting skills. Kids are using their smartphones and tablets all the time, and keyboarding skills have become much more important for employees than handwriting. At the same time, research data shows that handwriting cursive letters is very beneficial for children’s development. Handwriting combines different activities because kids need to draw shapes of letters with their hands while tracking the movement of the pen and formulating phrases. Handwriting can also improve memory.

Cursive and manuscript handwriting positively impact children’s overall cognitive development. According to numerous studies, one of the key differences between writing and typing is that the former establishes a connection between the left and right hemispheres. This connection is achieved by engaging areas of the brain responsible for language and memory. A 2014 study demonstrated that students who hand-wrote their notes showed better performance than those who typed notes on their laptops.

Nevertheless, cursive handwriting has already become strongly associated with the past. While some schools excluded cursive lessons from their curricula completely, other schools allocate less time for handwriting, even when it comes to early grades. Given that a cursive lesson can be especially beneficial for a young child, parents who are interested in their children’s development often want to know how to teach cursive writing to kindergarten children. Teaching handwriting to the third and fourth grades can also improve writing comprehension.

Even though many schools don’t teach kids cursive writing anymore, parents can do it at home. The best thing about teaching your kids at home is that you can make these lessons engaging and fun. However, you should also come up with a well-thought cursive writing lesson plan and be patient. Before you start your lessons, evaluate your child’s overall motor skills. Before introducing cursive letters, you should also make sure that your child has mastered print handwriting.

How to Teach Cursive Writing at Home

  1. Show the right grip

First of all, your kid should learn the right grip. This way, the writing process will become more enjoyable and efficient. Your child should hold a pen or pencil with the thumb and index finger, supporting the grasp with the middle finger.

To help your child master the tripod grip, show them how you hold a pencil. Ask them to pick the pencil with a simple pinch, and then let the pencil rest on the middle finger. It can be difficult for your kid to learn the right grip without a good pen or pencil. Let them try several pens and pencils so that they can choose the most comfortable one.

  1. Provide the necessary tools

To make the learning processes as effective as possible, you should make sure that your child can focus on handwriting without being bothered by any details, such as an uncomfortable pen. Your child shouldn’t apply too much pressure to draw a stroke. When it comes to stationery, many parents don’t know whether they should choose pens or pencils.

Pencils offer several advantages. First, a good pencil will enable your child to draw letters easily. Secondly, they will be able to use an eraser to quickly fix any mistakes. Learning is impossible without making errors so being able to fix them is important.

  1. Introduce one letter at a time

When kids learn cursive handwriting, they basically need to re-learn the entire alphabet, so every letter deserves proper attention. Introduce letters one after another, and make sure that your child has mastered the previous letter before introducing the next one.

  1. Group similar letters

You can purchase cursive writing worksheets and you can also make your own worksheets. When choosing worksheets, keep in mind that it will be easier for your kid to master cursive writing if they practice writing letters that look similar. We suggest that you start with lowercase letters that have common patterns, like c, o, g, etc. Start with the simplest letters and then introduce more complex ones.

Once your child has mastered the lowercase letters, focus on the uppercase letters. After this, teach your child to combine uppercase and lowercase letters so that they will get used to writing sentences.

  1. Use rewriting

When your child knows how to handwrite all the letters of the alphabet and how to combine different letters in sentences, it’s time for practice. Let your child rewrite simple sentences, and make sure to monitor their progress. After you see satisfying results with simple sentences, switch to rewriting short paragraphs, and then longer paragraphs. Learning cursive handwriting is all about practice, and you must make sure that your child practices handwriting on a daily basis.

Wrapping Up

Although most children don’t learn cursive handwriting at school, it is very beneficial for their development. We hope that our tips will help you teach your child cursive writing. No matter whether you want to know how to teach cursive writing to 3rd graders or younger children, the learning process will involve a lot of re-learning. Cursive writing is different from print handwriting, and it takes a lot of practice. Therefore, don’t forget to be patient and provide all the necessary assistance.

4 Tricks to Help Struggling Students

By Meghan Belnap

Whether you are a teacher, a parent, or a tutor, it is difficult to watch a student struggle to grasp the same concepts as other children. Each child learns differently depending on his or her personality. Reaching these kids means developing new tactics for learning. Here are four ways parents and educators can address learning complications. 

Use hands-on projects to supplement learning

Some children need to interact physically with new concepts. Taking time to work on a science project that teaches gravity, or using real-world objects during math lessons can help. History maps, graphs, videos, and other items can help these students connect the terminology in the brain. 

Provide a quiet space to learn where there are fewer distractions

Some children just need a quieter space to work. Providing a desk or table away from the main area can be helpful. The key is to make sure these students do not feel alienated from the rest of the class. Giving the child a time limit or allowing a few students to take part in the side activity may help. 

Suggest tutoring sessions for one-on-one activities

Many children need specific guidance to overcome learning problems. Regular visits with a tutor can give a child a platform to ask questions. Some children are shy in front of others, and a smaller group setting can help. Tutors can determine the type of learning personality for each child and develop a plan to give these children the best chance for success. High performance tutoring determines the child’s strengths and weaknesses allowing them to learn at their pace. 

Offer recap homework

Sometimes, all a child needs to grasp a difficult concept is a little reiteration. Giving homework that goes over the primary lessons for the day can help hard lessons stick. Children need regular exposure to the same lessons to help them learn them for life. For example, a difficult math concept like factoring can take more than one day or lesson to grasp. For many students, a week-long course is necessary to get all the fine points of this lesson down pat. Giving homework that covers the major concepts each day is important for memory retention. 

Helping your students do better in class takes a little extra work. The effort is usually well-rewarded with better grades, a more positive attitude, and improved performance in class. Teachers can also point out other ways to help students get involved in the class.

Yes, I Am Challenging Your Kid

Education has always been a controversial topic. Parents want the best for their children and teachers try their best at the same time. A problem arises when kids don’t accomplish what their parents expect of them.

Their struggle leads parents to misunderstand what’s happening and approaching the problem from the wrong direction. Instead of working things out as a family, they sometimes blame the teacher.

Even when they have a chance to converse normally, they ask uncomfortable questions. Amongst them is an accusation that teachers don’t “challenge” their child. This elephant in the room causes rifts in parent-teacher relationships.

The parents’ perspective

When they raise their children, parents get to know them and learn their habits perfectly. However, this is in a limited environment, without too much proof of the child’s character. The moment school starts, parents expect more from their kids, but from the education system as well.

Expectations are the wrong way to look at their child’s intellectual growth. Instead of bringing joy and success, parents tend to get mad or disappointed when their expectations aren’t met.

Jeremiah Matters, a pedagogy and psychology specialist at CareersBooster, says, “Parents go through a lot of pressure because they want the absolute best for their child. They try so hard that they sometimes end up venting their frustrations the wrong way. Unfortunately, teachers are the ones who suffer because of their children’s shortcomings. The most uncomfortable thing they do is question the work ethic of teachers.”

During parent-teacher conferences, some parents want to know if the teacher is doing everything he or she can to educate their child. All they think about is results, instead of looking at the whole picture.

The parents think the problem is because the teacher doesn’t challenge their child enough. Even posing this question is insulting. As a teacher, I will give you an analysis of the educator’s perspective.

Unnecessary questions

We teachers take our job very seriously and work on even the most basic things. Amongst these facets is the best possible teaching method – posing a challenge to students. A class is structured precisely this way. I teach math to high school students, and I follow one of the most efficient teaching methods. Here’s how it goes:

  • I explain the lesson and everything connected to it.
  • In between different explanations, I pose questions to cause students to become more curious.
  • As they become more curious, they become more involved as I explain the rest of the lesson.
  • Once the lesson is done, I explain problems.
  • Simple problems give children confidence.
  • After we’re done with simple problems, I give them the opportunity to solve the harder ones.
  • As they solve the harder ones, I ask them additional questions and challenge them to give their best.

Education in itself is a challenge. We give our students the tools to solve seemingly difficult tasks. When they feel challenged, they are motivated to give their best and succeed.

In the classroom, we only want the very best for them. So yes, your child is being challenged, and not a single lesson is an exception to this way of approaching students. What’s the problem, then?

Where the problem appears

Some might not realize, but we further deepen the challenging part of our classes. Every day, I do all the following things to help your child become better:

  • Give them a challenging task and allow them to engage
  • Encourage them to solve the problem by establishing a healthy and competitive environment
  • Give them the opportunity to think deeply about the crux of the problem
  • Offer the students an opportunity to teach each other through group assignments and working in pairs
  • Stimulate their love for the topic

Not only do I teach your child everything they need to have an A+ in math, but also everything they need in life. A problem appears when the child doesn’t have good enough marks or if he isn’t motivated.

At this precise time, you should talk to your child before you talk to me. No matter how much I challenge my students, there will still be factors I cannot influence. Through talks with your child, you can learn so much.

Understand your child

Childhood is the most difficult period in everyone’s life. In a little more than one decade, children have to learn so much, about a variety of topics. Even if your child is incredibly intelligent, he can still feel fatigue.

Sit down with them and talk. Don’t be afraid to come over and have a talk with me together. My job isn’t done after the bell rings. Your child is a person, and I want them to grow into the best person they can be.

As a teacher, I encourage all of my students to tell me if I’m making a mistake or if I can do something better. However, you cannot say I am not challenging them enough. That is the basis of my entire profession, and I dedicate every moment of my work to bringing out the best of my students.

Parents and teachers aren’t enemies. We have to work together, and I am always available for cooperation.

Your child may not like math, and that’s okay. Encourage him to speak to me, but please don’t think he or she is not challenged enough. Instead, let us work as a team to make them the best person possible.

Concluding thoughts

A child is going through a turbulent period in their life, and we’re here to help them. Talking resolves all problems, and I’m sure we can come to a solution. Teachers are human too, and we would love if you stopped thinking we’re not challenging your child. Every day, we give our best to provide challenges for the entire class, and we’re never going to give up. Instead of accusing us, talk to us and allow us to get to know your child. Let’s build a relationship.

A More Effective Way for Teachers to Say No

For many reasons, a lot of teachers have a hard time saying no. People who go into teaching want to help others. We often satisfy others’ needs over our own. Many teachers were good students, which often means they were rule followers. Many of us tend to be conformists. When we see other teachers joining committees, we have a difficult time saying no. We also know our schools are strapped for cash, so we agree to work for free, knowing there just aren’t enough people to do everything that needs to be done. We don’t like disappointing others. We fear what will happen if we don’t say yes. We don’t want to be perceived as lazy. Knowing this, some administrators lay on guilt trips and appeal to our selfless natures. It’s for the kids, they remind us.

No matter the reason, many teachers end up agreeing to join committees, attend after-school parent nights, tutor students before class, organize book rooms or science materials, or agree to be their school’s union representative even though they don’t really want to.

They recognize that there are trade-offs. By stretching themselves thin, they’re unable to do anything as well as they would like. They become less prepared teachers, which leads to less effective teaching, which leads to greater stress, more exhaustion, and a higher likelihood of burning out and quitting. Having said yes to every request, they look around one day and wonder where all their time went. How come they can’t get anything done? Why are they so tired all the time?

It’s important for teachers to say no. Teachers need to say no a whole lot more often than they do. But how do you say no respectfully, yet firmly? How do you say no in a way that will lead others to respect you instead of question your dedication, collegiality, and work ethic?

I have found that the best way to say no starts with two little words: I don’t.

I Can’t

Many people, when they say no, start with, “I can’t.” They then give reasons explaining why they can’t.

“I can’t be on that committee because it meets at 7:00, and I can’t get to work until 7:30.”

“I can’t work on that report because I just don’t know enough about what was done.”

“I can’t chaperone that dance because it’s the same night as my son’s football game.”

The problem with “I can’t” is that circumstances can change. The meetings can be moved to after school. You’ll be given the information you need to write the report. You can’t work this dance, but you can work the one in the spring when it’s no longer football season. “I can’t” says to the person requesting your involvement that, while you can’t do this thing this time, you might be able to do it next time. It invites future requests for your time. If you really don’t want to do the thing, it demands that you create even more explanations for why you can’t. And when you always have a reason for getting out of things, it looks like you’re making up excuses. People don’t respect that.

Instead of saying, “I can’t,” start saying, “I don’t.”

I Don’t

When teachers say, “I don’t,” they send the message that they are in control of their lives. They have rules for how they live. They know what they want. They’re committed. “I don’t” is non-negotiable. It establishes boundaries, instead of just providing what could be perceived as an excuse to get out of doing extra work.

“I don’t” is rare, and that is why it will lead to more respect. Most people don’t really know what they want. They don’t take principled stands. They fail to proactively control their lives. They’re like driftwood, caught up in a current, tossed this way and that by circumstance, instead of captains of their own vessels, intentionally navigating their lives toward predetermined destinations. People respect those who know what they want.

The next time you’re asked to do unpaid work, say, “I’m a professional, and I don’t work for free.”

When asked to join a paid committee you have no interest in, say, “I don’t take on projects that have the potential to diminish my effectiveness in the classroom.”

You might even develop a mantra for any opportunity that doesn’t appeal to you: “I don’t do things that don’t further my goals or excite me.”

“I don’t” works for establishing boundaries in all areas of your life. Once you use it to say no, move on to letting others know what you will and won’t do.

“I don’t read work emails on Sundays.”
“I don’t come into the classroom on weekends.”
“I don’t allow toys in my classroom.”

Making these two little words a part of your lexicon will head off future requests for your time. They will force you to decide what kinds of things you will and won’t do. They will require you to analyze your own goals and priorities. And they will result in more respect from others. Try it out this week, and let me know how it goes in the comments.

_____________

Related:

The Expectation of Free Work

How Teachers Can Get Paid for Extra Work

Dear Teachers, Please Go Home

Teachers Pay Teachers Is Not the Problem

(A few disclosures: I have a Teachers Pay Teachers account. I think I have two products for sale. Last month, I made 24 cents. So this isn’t something vital to my financial survival. Second, I don’t often buy things from Teachers Pay Teachers. I’ve probably downloaded five or six freebies and purchased two or three products in all my years of teaching. I disclose these things so you know I don’t really have a vested interest in TeachersPayTeachers. But I do have opinions.)

Teachers Pay Teachers is a divisive topic in education. On the one hand, millions of actual teachers use it, not only to find materials to use with students but to make money selling their own content. On the other hand, TpT receives a fair amount of criticism from a second group of teachers and those connected to education who aren’t teaching classrooms full of kids. The following popped up in my Twitter feed a couple of days ago and it represents the general sentiment of many critics:

TpT has been on the receiving end of growing criticism like this for the last few years. There are concerns about copyright infringement. Critics contend that the available materials are worksheet heavy (‘worksheets are bad’ being a relatively recent piece of conventional wisdom promulgated by a subset of vocal teachers). Some sellers have been accused of ripping off fellow teachers by copying their freely given content and selling it on TpT. Of course, there are also teachers who don’t like that their fellow educators are engaging in capitalism and hoping to make a buck. (I imagine a Venn diagram of people who feel this way and people who believe teachers should donate hours of their time every week to their employer would only have one circle.)

But perhaps the most persistent criticism, and the one reflected in the tweet above, is that TpT is a terrible source of instructional content. Like Mrs. Boyd, some hold this view with the same certainty that they believe cigarettes are bad for your health and Howard the Duck is a shit movie. The value judgment that wafts off of so many of these folks’ criticisms is that no good teacher would use anything from Teachers Pay Teachers.

Yet many teachers do. Why? For those who believe TpT is a heaping pile of steaming instructional garbage,  the only possible answer is that teachers lack access to quality curricula. And while that may be part of the answer, the more complete answer is that many teachers simply don’t share the opinion that TpT is an educational junkyard. For teachers in actual classrooms, there are a number of reasons why TpT is a valuable resource, and there are other reasons why critics’ disdain of TpT is misguided.

Why Teachers Use Teachers Pay Teachers

They Have No Curricula

Certainly, there are teachers who have no curriculum at all but are still expected to teach the standards. The recent report on Providence schools from Johns Hopkins makes this clear. Researchers wrote:

“Teachers, principals, and even students noted the lack of an established curricula as problematic. When asked about the fact that there were supposed to be just four curricula vetted by the district, we were told about multiple impediments: in one school, the new curriculum materials did not arrive until November and included no appropriate materials for IEP students. In other cases, it was clear that ambivalence about using a particular curriculum started at the top. In one school, the principal told us that the school had purchased Eureka [a math curriculum] but that s/he was “not a fan of programs” and so ‘considers Eureka more of a resource than a curriculum.’ Nevertheless, this principal intended to purchase three new ELA curricula next year.”

The report continues:

“In one school, the principal listed almost 20 different curricula, between math and ELA, that are in use.

“We use what we can find,” said an elementary school teacher in a group interview. Teachers in several schools told the team that they would “trade autonomy for a curriculum.”

This is what teachers do. They use what they can find. And it’s really easy to find things on Teachers Pay Teachers. Something is better than nothing, and TpT offers these teachers what their employers haven’t.

They Have Poor Curricula

Like the content on Teachers Pay Teachers, not all curriculum is created equal. Some of it stinks. And some districts purchase odiferous products. Teachers are the people who have to use the smelly lessons and they quickly learn just how offensive the emissions are. If teachers are stuck with stinky curriculum, they have two options: Keep using something that isn’t working or seek out better resources. That such a high percentage of teachers search for resources on Teachers Pay Teachers says less about these teachers’ unprofessionalism and more about how deficient they find the curricula they’ve been asked to use. If anything, the use of Teachers Pay Teachers indicates teachers’ earnest desire to find resources that engage and educate, not that they’re abdicating their instructional responsibilities. The graphic above could easily be seen as a good thing.

To Break the Monotony

While the above graphic was a lamentation for Mrs. Boyd, she ignored the stat on the top line: 83% of teachers use their district-adopted curriculum. My assumption about the 17% who don’t is that they may not even have a district-adopted curriculum. That means most teachers are willing to use the curriculum provided to them and do so regularly. That many of them also use Teachers Pay Teachers and Pinterest suggests that they sometimes find those curriculums lacking. How might they lack? In my experience, the programs can get monotonous over the course of a 180-day school year. Also, some lessons are boring. Sometimes, teachers feel the need to change things up and make lessons more engaging.

I teach bar graphs to my third graders. To understand them better, we create them. The way this is done in the Go Math! program is boring and it’s not a skill that students learn with one lesson. So I have a choice: Keep teaching students how to make bar graphs using the district-adopted curriculum, which is unengaging, or come up with something a little more exciting. If I’m feeling creative that day — a likelihood that becomes less and less so with each passing school day — I might come up with an original idea. More often, I google something like “Fun bar graph lesson for third graders.”

Guess which two websites show up at the top of the search results.

To Reteach or Extend

Some programs are good but don’t have enough. I may need to teach students how to create bar graphs three times but the program may only have one lesson and some remediation and enrichment ideas. Sometimes, students just need to do the same thing a few times in slightly different ways. Since my program doesn’t provide these additional opportunities, I have to look elsewhere. Twenty years ago, I would have made a trip down the hall and asked the old veteran in her swivel chair to check her file cabinet. These days, the Internet is faster and its file cabinet is larger.

To Have a Life

Some critics of Teachers Pay Teachers bemoan the fact that teachers aren’t designing their own lessons. They make the specious claim that teachers should be customizing lessons because each class is different and only a teacher who knows her students well can design an optimal lesson for those students’ particular needs. This argument is usually self-serving and detached from reality. People are far more alike than they are different. Third graders sitting in a Montana classroom are not different enough from third graders sitting in a Michigan classroom to justify the creation of customized lessons. Most teachers know this, which is why they’re perfectly fine using lessons created by other people, whether those people work for Pearson or are teachers in a neighboring state.

While I have argued that canned programs and easily available Common Core-aligned lessons have destroyed teacher motivation by removing autonomy from the classroom and robbing teachers of one of the more enjoyable aspects of the job (the creation of materials), I’m also a realist who knows that we would quickly accelerate the pace at which teachers are quitting if we expected them to still create all their own materials with all of the other expectations we’ve placed on them in the last 20 years. Most teachers have zero training in curriculum design, and for the sake of their own energy and mental health, they should take advantage of the fact that there are hundreds of lessons on nearly every topic at the click of a mouse. Chances are strong you’re not going to create the best bar graph lesson on the planet. Hundreds of better ones already exist; teachers should use them and save their time for the ridiculous number of other things they’re expected to do. 

Returning to the bar graph example, once I’ve decided I want to teach students how to make bar graphs in a more engaging way than that offered by my district-adopted curriculum, I now have a second choice:  I can create my own more exciting bar graph lesson or I can save my time for other things, especially since I know full well that there are probably hundreds of more exciting bar graph lessons on the Internet. I might even have an idea. I want students to graph the colors of Skittles in those little fun-size packets you get at Halloween. I could create my own bar graph template thing or I could click a few times, maybe spend a buck, and print out 25 of them in about two minutes. As someone who has to teach reading, writing, science, social studies, and math lessons every day, I can tell you that this is no choice at all. When I google “Skittles bar graph lesson,” guess which website shows up first? Why in the world would I spend my most precious resource making something that already exists and that’s probably better than anything I’m going to design? (And if you think you can make a better lesson than the hundreds already out there, then I invite you to read The IKEA Effect of Lesson Creation.)

Why Teachers Pay Teachers Is Not the Problem

It’s important to remember that Teachers Pay Teachers is a marketplace. As such, it’s no different from a Moroccan bazaar or a supermarket. Just like Amazon and your local Piggly Wiggly, there are some shady players operating within the marketplace and not everything available is of high quality. You can buy fresh fruit or a box of donuts. A good pillow or a flat P.O.S. A standards-aligned, high-engagement lesson on reducing fractions or a fluffy waste of time with lots of cutting and coloring. It’s up to the consumer to find what they need.  Any criticism of Teachers Pay Teachers is almost always a criticism of the buyers and sellers using Teachers Pay Teachers. The solution is not to remove all the junk but to educate consumers on junk’s identifying characteristics.

Some TpT and Pinterest critics lament that teachers are neglecting better resources for the ease of TpT. They point to excellent content on other websites. They share links and try to convince teachers that this site over here has excellent NGSS resources, and they’re free! This blog over here written by this high-performing math teacher is excellent and she shares free resources that align tightly with the standards. The state of Florida has links to standards-aligned content that’s been rated by some other website as high-quality.

But that’s the problem! TpT is like Amazon for many teachers: it’s the first place they check and it often shows up at the top of Google’s search results.

My local hardware store might be selling better nails at a lower price, but I’m still probably going to get my nails from Amazon because it’s faster, I’ve purchased other things from them before and been pleased with the results, and I don’t have to search high and low for the nails.

If there are people out there creating great stuff for teachers, they should be selling or giving away that stuff on Teachers Pay Teachers, just like brick and mortar stores list their products on Amazon. Content creators must go where the customers are, not expect the customers to find them, no matter how good (or inexpensive) their stuff is. That’s why my books are available on Amazon and I don’t sell them out of my garage. If Teachers Pay Teachers is where teachers are going to look for resources, then people who make excellent resources should offer their content there, not try to convince millions of people to visit thirty different websites which are always changing.

Inconsistent Arguments

Finally, every criticism of teachers who use Teachers Pay Teachers runs into a logical consistency problem.

If you think teachers should collaborate with colleagues in their building or via social media and share materials they’ve used successfully with students, then why would you have a problem with Teachers Pay Teachers, where teachers do the exact same thing but on a larger scale? Why would the size of the user pool change the quality of the lesson? Why would the fact that the products cost money negatively affect their quality?

If you believe teachers are, in fact, capable of creating excellent lessons, then why would you assume teachers are not offering excellent lessons on Teachers Pay Teachers?

If you think teachers are only buying garbage from Teachers Pay Teachers, then how can you have any confidence that they will be able to distinguish garbage from high-quality materials outside of Teachers Pay Teachers?

If you believe teachers should create their own lessons instead of downloading them, then why would you have confidence that teachers who can’t recognize quality content on Teachers Pay Teachers would be able to create quality content on their own? That’s like expecting a person who doesn’t know how to assess the quality of a car to be able to build a good one on their own.

There are many problems with education today. Too many students receive low-quality instruction. We would be better off if districts ensured their teachers knew the standards, provided those teachers with high-quality, standards-aligned curricula, and trained their teachers in its effective use. But blaming Teachers Pay Teachers for providing a marketplace where well-meaning teachers do what they’ve been doing since the beginning of formal education is directing your ire in the wrong direction. Teachers, almost all of them, want their students to learn and they do what they can to provide the best education within limits that are usually beyond their ability to control. Teachers Pay Teachers does nothing more than provide these teachers with a place to find materials other teachers have used. That some of those materials are good and some are bad doesn’t make Teachers Pay Teachers a problem; it makes it the same as every other marketplace.

Here Comes the Goose Stepper

Last week, I came across this phenomenal video on my Twitter:

First, I thought, “That’s rather funny and clever.”

Then I thought, “Man, what a bunch of goose stepping morons.”

Then, I started thinking about teaching because that’s what I do. And what I thought – forgive me – is that we’ve got some goose stepping teachers walking around and they should probably knock it off.

We watch a video like the above and shake our heads. We chuckle a little over how goofy the soldiers look, even without the Bee Gees. Because the goose step is strongly associated with the Nazis, North Korea, and other dictatorial regimes, we see it as backwards, a symbol of blind obedience. George Orwell captured most westerners’ opinion of the goose step when he wrote that it was only used in countries where the population was too scared to laugh at its military.

But here’s the thing about those goose stepping soldiers: Some of them, maybe even most of them, are thinking about how much they’re killing the thing. Pick a soldier out of the above video clip and this is probably pretty close to what’s going through his or her head:

Look at me, crushing this march. Nobody goose steps like I do. Watch me swing my legs. Perfectly straight! Not like Chan-woo over there. Man, I feel good! I’m goosing the hell out of this step!

Which goes to show you that people have an amazing capacity to feel proud of themselves even where they’re doing stupid things.

And that brings me to teaching.

We do a lot of stupid things. Things that have little to do with helping students learn and become better people. And a lot of us are damn proud of these things.

We spend an hour on a bulletin board to impress other adults who happen to pop in or walk by our room. We’re proud of our work – as proud as a goose stepping Nazi – but that bulletin board isn’t going to make much of a difference, and we just spent 60 minutes on it.

We’re proud of our fancy newsletters with their decorative borders, perfectly arranged text boxes, adorable clipart, and copious information for parents. Look at us, establishing a consistent home-school connection! Nevermind that half the newsletters never get seen, another quarter of them don’t get read, and most of the information can be shared in an email that would take five minutes to write.

I’m guilty too. I feel all proud of myself when students are working quietly when the principal pops in. I’m strutting like a peacock when my straight line of third graders go marching walking down the hall in complete silence. Student compliance warms my heart far more than it should. I once nailed a lesson on rhombuses and felt great about it.

Until I remembered that knowing the characteristics of a rhombus is about as useful as knowing how to goose step.

The lesson is this, and it’s one I hope at least a few of those North Korean soldiers realize:

or

Some things are worth doing well and feeling proud about. These things include:

  • Taking the time to build relationships with students who will do better because of those relationships.
  • Teaching engaging lessons where students learn things.
  • Providing quick and targeted feedback that helps students improve.
  • Showing patience, tolerance, and grace in front of your class when a kid loses his shit.

But other things are just goose stepping your way past the reviewing stand with a silly look on your face.

Some things are worth doing well and feeling proud about. But other things are just goose stepping your way past the reviewing stand with a silly look on your face.

Figure out the difference and spend more time on the stuff that matters. If you don’t, someone might just take a video of you marching down the hall with your silent, obedient class and add a Bruno Mars song to it.*

* If you know of such a video or can make one, please share.

Why the Tests Must Be Kept Secret

I’ll be giving my third-graders the state test in another week, which means I had to read this year’s testing manual and something called an “Assessment Integrity Guide.” That’s the one that explains how vital it is that the contents of the tests are kept secret. It’s 44 pages of rules, justifications, warnings, and procedures, all with the aim of helping to “establish, develop, and implement a state assessment system that fairly, accurately, and with validity measures Michigan’s content standards.”

Which, as someone who’s given the test many times and knows the reality, is kind of funny, but I’ll get to that later.

Because states want to ensure the validity of the results (or at least, that’s what they claim), they go to great lengths to keep test items from escaping the classroom walls. Ideally, the items are known only to those who designed them and the students who are subjected to them.

That’s a problem.

Right now, the Texas legislature is considering a flurry of legislation introduced in the wake of a Texas Monthly article that reported on a study that found wild inconsistencies in readability levels on STAAR tests, with some passages at least one grade level higher than the grade they were meant to assess. The report echoes findings done by the same researchers in 2012. It’s led to a backlash against the test and questions about its validity, with defenders claiming there’s more to reading than Lexile levels and detractors pointing to the tests’ use in high-stakes decisions such as teacher evaluations and student retention.

There was an easy way to prevent the controversy: release the entire test to the public every year once testing had been completed. Let parents, education officials, and legislators see exactly what we’re asking students to know and be able to do. You can bet it would not have taken seven years to come to a head had the tests been available all along. As it stands in Texas right now, the debate is centered around an analysis done by a couple of researchers rather than the contents of the actual tests. Those remain a secret.

So why don’t states simply release the tests each year? Why not get everything out in the open?

According to the Michigan Assessment Integrity Guide,

“The primary goal of assessment security is to protect the integrity of the assessment and to assure that results are accurate and meaningful. To ensure that trends in achievement results can be calculated across years in order to provide longitudinal data, a certain number of test questions must be repeated from year to year. If any of these questions are made public, the validity of the test may be compromised.”

Color me skeptical.

First, let’s use simple language: States don’t want items out in the public because students, parents, and teachers could cheat, which would artificially inflate test scores. False positives, they might be called.

But states seem far less concerned about false negatives. There are few directives in the Assessment Integrity Guide regarding what must be done if a student decides to distract his entire class during testing (he’s supposed to be redirected and then removed, but there are no consequences for administrators who don’t do so).

There is nothing built into the testing system to prevent students from blazing through the tests as fast as they want by just clicking stuff. If a student’s father died the week before testing, she will not receive an exemption from that year’s test because the state is concerned about the integrity of the results. Technology issues are embarrassing, but no state has ever invalidated its results over them, even when they’re widespread. You can be sure their response would be different if those irregularities resulted in potentially higher scores instead of lower ones.

It’s hard to take validity claims seriously when states seem far more concerned with artificially inflated scores but not at all worried about artificially deflated ones. 

Second, the claim that test items can’t be released so longitudinal data can be compared is specious. If you want the most valid longitudinal data, you’d use the exact same test every year, but states don’t do that because they’re afraid of cheating. Also, state tests change with the political winds; in my state, the M-STEP replaced the MEAP and now the M-STEP is on its last legs. There’s also the issue of changing cut scores, which makes it challenging to accurately compare year-to-year data.

If you’re going to keep tests secret, it’s nice to have what seems like a legitimate reason to keep people in the dark, and test validity fits that bill. But since that reason is less than convincing, it’s possible there are other reasons states want the tests shielded from public view. Here are three possibilities.

Money

It costs money to create tests, so one way to spend less is to reuse reading passages and test items. Once items are released, they can’t be used again, so one reason to keep them a secret is to save time and money, something Michigan at least admits (in one sentence) in their lengthy Integrity Assessment Guide (page 5).

But is that a good enough reason? Given how much the results impact students, teachers, schools, and the public’s perception of the education system, it seems legislators should be eager to commit the money necessary to develop a high-quality test each year, while also promoting transparency with the aim of assuring the public that the tests are what they’re purported to be (a valid measure of student learning). The only way to do both is to release the tests in their entirety and create new ones each year.

When states claim they have to keep the tests secret because of validity, what they’re really saying is that they’re keeping the tests secret because they’re cheap.

Or maybe it’s because they’re afraid of what the public will think of their tests.

To Perpetuate the Failure Narrative

Every year around test time, someone calls for legislators to take the test. And they should. So should every parent. If states are going to require schools to rate teachers, and if they’re going to release “report cards” for schools, all with the idea that parents should be informed about their child’s education, then why shouldn’t they also release the tests so that parents can see the tool used to determine the other ratings?

Perhaps it’s because states fear that adults might look at the tests and wonder, “What the hell?”

And if they question the tests, then they might question the results of the tests. If they question the results, then they may start to question the rankings of schools and the ratings of teachers that are based on those results. They might even be skeptical about the whole “American education sucks” thing. And if they question that, well… there are a lot of people who have a lot of power and make a lot of money off the “American education sucks” thing.

In fact, we know this is exactly what happens when adults take the tests, or at least the test items that states do release. From just one of many articles written on the subject:

“The first argument arose over a question about how the first paragraph of the reading selection affected “the plot.” The directions said to choose two answers from six choices. We all agreed on one, but three panelists selected three different choices as the second answer.

All were surprised when others didn’t pick the same response, so they advocated for their answers – attempting to sway consensus to their side. A similar scenario played out in two questions that asked test takers to identify the “best” supporting evidence for a conclusion.

In one case only four choices were given, and we picked three different answers. Then we explained and argued and maybe even raised our voices – it got animated a couple of times – and no one changed answers, though we could see the legitimacy of each other’s reasoning.”

For now, this happens in small pockets with people who have a vested interest in how the state uses the results. Were entire tests released to the public en masse, you’d soon have Facebook challenges called “Are You Smarter Than a Fifth Grade Texan?” that would result in widespread ridicule of the exams. 

If these tests could be googled, or if they showed up on your timeline, there is a real risk that the failure narrative would fall apart. Every time a journalist lazily wrote that “45% of third-graders can’t read,” she’d be met by an avalanche of online editors who would correctly point out that not reaching an arbitrary cut score on a test designed to separate students into four bands of performance is not the same as saying someone can’t read, especially when the things they’re being asked to read are on esoteric topics or written at an inappropriately high grade level.

You’d have English teachers with Master’s degrees explaining how many questions they missed, how the test determined they were “partially proficient”, and how the tests we’re using to determine students’ language skills don’t themselves use proper grammar.

You’d have mathematicians pointing out mistakes on math tests.

You’d have successful people who do poorly realizing that maybe the tests aren’t predictive of life outcomes.

If the general public could actually see the exams, they might realize that the reading tests aren’t actually testing whether students can read at all. Even assuming the tests are on grade-level and the questions are age- appropriate and not deliberately confusing, the tests actually assess whether or not students: 

  1. Care enough to carefully read the texts and try their best to answer the questions.
  2. Know enough about test-taking to successfully navigate the many twists, turns, and traps test makers lay for them.
  3. Have the stamina to try just as hard at the end of the test as at the beginning.
  4. Have background knowledge on the topic they’re reading about.
  5. Can answer complicated questions about what they’ve read.
  6. Whether they’ve had the opportunity to learn the skills being tested, since tests are usually taken before the conclusion of the school year and students may have missed instruction due to attendance.
  7. Can focus in a potentially less-than-ideal testing environment.

I try not to be being conspiratorial, but when there is big money on the side of school choice and those with that money are using it to buy politicians and write legislation that harms public schools, it’s hard not to consider the idea that many in state government have a personal interest in perpetuating the failure narrative and that they see test results as the surest way to do it.

But that only works if the tests yield results that portray schools negatively. And those portrayals only stick if the general public accepts the results as valid.

And that only happens as long as the tests remain locked away and kept from prying eyes. Because as someone who sees these tests every year, I can tell you that you would be appalled. You would question the very thing states claim they’re trying to preserve. And some of you would not surpass the cut score.