Activity File/Resource File

By: Nicole Oldham

 National Education Association
Tools and ideas section provides resources for educators
in the following areas:

• Lesson Plans: 350+ free • Tools on the web or in print:

interdisciplinary lesson plans Web sites, books, & other print
for all grade levels and resources that NEA recommends
subjects. to members.

• Works4Me: 1,500+ practical • Share & Discuss: Discuss

classroom tips written by education issues and exchange
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message board.
• Promising Practices:
• Classroom Management:
Effective methods, techniques,
Practices and procedures that
and activities for educators.
allow teachers to teach and
students to learn.
Website for the National Education Association
http://www.nea.org/home/ToolsAndIdeas.html
 Education World
The Educator’s Best Friend

• Provides ample inspiration for creative lesson planning.

• Teacher templates for setting goals, letters, assessments,

back to school ideas, ice breakers, organizers, and
parent/teacher communication.

• Classroom management ideas through interactive

activities.
Education World Website
http://www.educationworld.com/
 Classroom Activity: Following Directions
The following activity tests students’ abilities to observe and follow
directions.

• A strip of paper with a simple instruction on it is distributed to each

student. Students listen to the direction and action taking place by a
fellow student to know when it is their turn to act out their given task.
(Perform activity as a class.)

• Activity is then repeated in a attempt to help students become more

efficient at following directions.

• The following directions activity can also be done by writing

instructions related to the curriculum you have taught. (Example: A
history teacher may ask a student to call out names of presidents of
the United States.)

• Provided is a copy of the full instructions for this activity.

 Instructions for Following Directions Activity
• Objective: Students will: follow written instructions, carefully observe the actions
of each person, and perform the activity without error.

• Materials Needed: slips of paper with written instructions for students to follow;
the activity below includes enough instruction slips for 20 students and one leader

• Procedure: This activity tests students' abilities to observe and follow directions.
It's a fun activity for any time of year, but at that start of the year, it can provide
insight into students' ability to follow directions.

• To start the activity, distribute to each student a small slip of paper with a simple
instruction written on it. You should have a paper slip too; or appoint a student to
lead the activity. Each slip of paper has a different instruction in the following
format: "After somebody _____, then you will _____." For example: After
somebody stands up and spins around two times, then you will call out "She sells
seashells by the seashore" three times as fast as you can.
• The idea of the activity is to see how fast the actions can cycle through the entire class.
Once you have done the activity once, you might repeat it to see if students can beat the
time they recorded for the first time through.

• Enough instructions for 20 students and one leader appear below. If more than 20 students
are in your class, create a new instruction for each additional student.

• Each student must pay very close attention to the actions of every other student. When a
student sees another student doing the activity that appears on his or her slip after the words
After somebody ________, that student should be ready to do whatever action appears on
his or her slip after the words then you will ________ .

• Start the Activity: To start the activity, the teacher or appointed activity leader, ignoring the
"After somebody stands and..." instruction on his or her slip, simply does the "then you
will..." action. The other students observe the leader's action to see if it is the action that
appears on their slips following the "After somebody..." The student holding the slip that
states that action then performs his or her action.

• The game continues until the cycle is complete and each student has performed the action
on his or her slip.
• After students have done the activity two or three times, you might collect the
slips and have student pick new slips, so they have a new action to do and will
have to focus on the new instructions.

• The teacher/leader will want to keep a master sheet and observe the activity,
because some students might not follow the precise instructions when they
perform their actions; others might jump in and perform their actions out of turn.

• The Instructions: Print the list below and cut it into strips. If more than 20
students are in your class, you will need to create additional instructions. Be sure
the first new instruction you write follows the last instruction below.

• You also might consider writing some instructions that relate to curriculum you
have taught. For example, "you will call out the name of five former presidents
of the United States.“

• Assessment: This activity will help you assess students' abilities to follow
directions.

• Source: http://www.educationworld.com/a_lesson/03/lp319-02.shtml
 Instructions:
• After somebody STANDS UP AND SPINS AROUND TWO TIMES, then you will
HUM THE TUNE TO THE SONG "ROW, ROW, ROW YOUR BOAT."
• After somebody HUMS THE TUNE TO THE SONG "ROW, ROW, ROW YOUR
BOAT," then you will STAND UP AND DO FIVE JUMPING JACKS.
• After somebody STANDS UP AND DOES FIVE JUMPING JACKS, then you will
CLAP YOUR HANDS FOUR TIMES.
• After somebody CLAPS THEIR HANDS FOUR TIMES, then you will STAND
UP, WALK ALL THE WAY AROUND THE CLASSROOM AND THEN GO
BACK TO YOUR SEAT.
• After somebody STANDS UP, WALKS ALL THE WAY AROUND THE
CLASSROOM AND THEN GOES BACK TO HIS OR HER SEAT, then you will
CALL OUT "SHE SELLS SEASHELLS BY THE SEASHORE" THREE TIMES
AS FAST AS YOU CAN.
• After somebody CALLS OUT "SHE SELLS SEASHELLS BY THE SEASHORE"
THREE TIMES AS FAST AS HE OR SHE CAN, then you will STAND UP AND
HOP THREE TIMES ON ONE FOOT.
• After somebody STANDS UP AND HOPS THREE TIMES ON ONE FOOT, then
you will RECITE THE WORDS TO THE PIG VERSE OF THE SONG "OLD
MCDONALD HAD A FARM."
• After somebody RECITES THE WORDS TO THE PIG VERSE OF THE
SONG "OLD MCDONALD HAD A FARM," then you will STAND UP, GET
A SHEET OF MATH PAPER, CRUMPLE THE PAPER, AND TOSS IT TO
THE PERSON WHO DID THE ACTION JUST BEFORE YOURS.
• After somebody STANDS, GETS A SHEET OF MATH PAPER, CRUMPLES
THE PAPER AND TOSSES IT TO THE PERSON WHO DID THE ACTION
JUST BEFORE HE OR SHE DID, then you will CALL OUT ALL 26
LETTERS OF THE ALPHABET, IN ORDER, AS FAST AS YOU CAN.
• After somebody CALLS OUT ALL 26 LETTERS OF THE ALPHABET, IN
ORDER, AS FAST AS HE OR SHE CAN, then you will STAND UP AND
SPIN AROUND THREE TIMES.
• After somebody STANDS UP AND SPINS AROUND THREE TIMES, then
you will HUM ONE VERSE OF THE SONG "HAPPY BIRTHDAY TO
YOU."
• After somebody HUMS ONE VERSE OF THE SONG "HAPPY BIRTHDAY
TO YOU," then you will STAND UP AND DO THREE JUMPING JACKS.
• After somebody STANDS UP AND DOES THREE JUMPING JACKS, then
you will RECITE THE WORDS TO "MARY HAD A LITTLE LAMB."
• After somebody RECITES THE WORDS TO "MARY HAD A LITTLE LAMB,"
then you will CLAP YOUR HANDS TOGETHER SIX TIMES.
• After somebody CLAPS HIS OR HER HANDS TOGETHER SIX TIMES, then
you will STAND UP AND JUMP UP AND DOWN FOUR TIMES ON BOTH
FEET.
• After somebody STANDS UP AND JUMPS UP AND DOWN ON BOTH FEET
FOUR TIMES, then you will CALL OUT "SHE SEES CHEESE" CAN THREE
TIMES AS FAST AS YOU.
• After somebody CALLS OUT "SHE SEES CHEESE" THREE TIMES AS FAST
AS HE OR SHE CAN, then you will STAND UP, STRETCH, AND LET OUT A
BIG YAWN.
• After somebody STANDS UP, STRETCHES, AND LETS OUT A BIG YAWN,
then you will COUNT BY 5s TO 100.
• After somebody COUNTS BY 5s TO 100, then you will RECITE THE WORDS
TO THE COW VERSE OF THE SONG "OLD MCDONALD HAD A FARM."
• After somebody RECITES THE WORDS TO THE COW VERSE OF THE
SONG "OLD MCDONALD HAD A FARM," then you will STAND UP AND
HOP FIVE TIMES ON ONE FOOT.
• After somebody STANDS UP AND HOPS FIVE TIMES ON ONE FOOT, then
you will STAND UP AND SPIN AROUND TWO TIMES.
 Books on Classroom Management:
“What Do I Do When...? How to Achieve Discipline
With Dignity in the Classroom”
By: Allen N. Mendler
 Contains Great Information On:
• What Motivates Misbehavior
• Principles of Effective Discipline
• The Process of Change
• Effective Classroom Methods of Discipline
• Dealing with Power Struggles
• Unconventional Methods of Discipline
• Working with Parents
• Schoolwide Discipline
Information About This Book:
• Product Description: What Do I Do When? reviews and updates the principles upon which the Discipline
With Dignity program (created by Allen Mendler and Richard Curwin) is founded. It summarizes the key
methods and describes some new approaches to difficult behavior. It also addresses motivations for student
misbehavior, principles behind effective disciple, the process of changing the focus of discipline, and the
most effective classroom methods of discipline. Educators will learn how to deal with power struggles,
how to implement unconventional methods of discipline, effective strategies for working with parents, and
ways to have an impact on school-wide discipline.

• About the Author: Allen N. Mendler, Ph.D., is an educator and school psychologist who has worked
extensively with children of all ages. As one of the internationally recognized authors of the Discipline
With Dignity® program, Dr. Mendler has worked to develop effective strategies for educators and youth
professionals to help challenging students succeed. Dr. Mendler is also the author of Just In Time and
Power Struggles, and the coauthor (with Dr. Richard Curwin) of The Four Keys to Effective Classroom and
Behavior Management, As Tough as Necessary, and Discipline With Dignity for Challenging Youth. Drs.
Mendler and Curwin co-created and are featured in the video training program, Discipline With Dignity.
• Product Details:
• Paperback: 187 pages
• Publisher: Solution Tree (April 1, 1992)
• Language: English
• ISBN-10: 1879639211
• ISBN-13: 978-1879639218
(Information obtained from Amazon.com)
“Teaching Outside the Box: How to Grab
Your Students by their Brains”
By: LouAnne Johnson
Contains Great Information On:
• Helping teachers define their own teaching philosophies.
• Tips for organizing your classroom, your paperwork, and your self.
• Suggestions and specific activities for creating a dynamic classroom.
• Techniques for designing rules and creating a positive discipline
environment.
• Practical suggestions for motivating and inspiring students of all
ages and abilities.
• Q&A from teachers on topics that may not be discussed in teacher
training.
• Tips to save time, reduce stress, & focus energy on teaching instead
of busy work.
• Letters from readers who write about their teachers.
• Appendix:  Resources, books, websites, etc.
 Information About This Book:
• From seating plans to Shakespeare, Teaching Outside the Box offers practical strategies that will help both
new teachers and seasoned veterans create dynamic classroom environments where students enjoy learning
and teachers enjoy teaching. This indispensable book is filled with no-nonsense advice, checklists, and
handouts as well as A step-by-step plan to make the first week of school a success

• Approaches for creating a positive discipline plan

• Methods for motivating students, especially reluctant readers

• Strategies for successful classroom management

• Suggestions for creating and grading student portfolios

• Product Details:
• Paperback: 352 pages
• Publisher: Jossey-Bass (August 2005)
• Language: English
• ISBN: 978-0-7879-7471-8

(Information obtained from JosseyBass.com)