How Kahoot! Can Engage Students In The Classroom (Written by a Kahoot! Certified Educator with Examples)

In this post, I write about how teachers, specifically high school English and Humanities teachers, can use the Kahoot! platform to enhance their lessons and engage students.

I use Kahoot! in the high school classroom as a formative assessment. It's a fun way to start a lesson, end a lesson, review for a test, or drum up a bit of healthy competition. Find my Kahoot! profile here! 

What is Kahoot!?

Engaging students in the classroom can be challenging in a world where educational content is increasingly delivered online. Kahoot! is a game-based learning platform that makes it easy to create, play, and share learning games.

Kahoot! is a gamified quiz platform — it can be used for any purpose where there is a question and an answer, making it perfect for teachers and trivia masters at your local pub or family trivia nights.

Who Started Kahoot!

Kahoot! was created by Johan Brand, Jamie Brooker, and Morten Versvik in Oslo, Norway. The quiz is based on research by Professor Alf Inge Wang and his colleagues at the Norwegian University of Science and Technology (NTNU). 

What makes Kahoot! so enticing is that it's fun to use — and people can join Kahoot! with any device connected to the Internet. The platform takes the power of the question and couples it with competition, points, sound effects — and more.

How Van Kahoot! Be Used in the Classroom?

Sample of a Kahoot game in action.

Kahoot! is a great way to engage students in the classroom, especially in the humanities. Games can be played on any topic, and there is a vast library of existing games to choose from. You can also create your own games.

Kahoot! is not just for high school students – it can be used in any classroom or course. It is also a great way to study for exams or to review for a test.

If you are a teacher, you can use Kahoot! to create engaging educational content for your students. If you are a student, you can use Kahoot! to study for your courses or review exams. Either way, Kahoot! is a great way to learn.

The Benefits of Using Kahoot! in the Classroom

I am teaching my Eighth grade English Language Arts students a unit on Plato's Allegory of the Cave. It's a popular lesson I sell on Teachers Pay Teachers and on Amazon Ignite! I even have a free version. In the lesson, we wonder about Plato's view of reality; the essential question is, what is real? 

What teachers have said about my digital educational resources:

Love this product! Very thought-provoking. I used this distance learning with students in zoom class.

— Aron H. 

Creating a Kahoot! Course for Plato's Allegory of the Cave

Kahoot! Courses are a fantastic way to organize
gamified activities around a singular topic
— here is one I made on Plato's Cave. Check it out. 

I aligned sixteen different Kahoots to our learning objectives. The lesson plan came first — the intellectual work was the most challenging- putting it together. So with Kahoot! I was able to make a course based on all of my hard work. And voilà. It has made the unit so much more engaging for my students! 

How to get started with Kahoot! in the classroom

Kahoot! is free to start — and if you like it and want to create and access more sophisticated content, Kahoot! has several different-priced tiered plans.

Full disclosure — I am a verified creator on the Kahoot! Marketplace.

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Doing and Being Well: Summer Reading Campaign

In this post, I outline a Summer reading campaign I designed for middle and high schoolers to use that promotes the concept of "doing and being well"!

The Summer Reading campaign "Doing and Being Well" is available as an educational digital download on my TpT store.

Take a Break for Summer and Read a Book
Summer is finally here, and for many of us, that means taking a well-deserved break from the demands of school or work. However, even though the academic year has ended, we should continue learning and growing. Reading is one of the best ways to expand our minds and stay engaged during the summer.

Fortunately, many schools and libraries recognize the importance of summer reading and publish campaigns to promote it. However, not all summer reading lists are created equal. If you're looking for a summer reading campaign designed to engage and challenge students while supporting their critical thinking skills, look no further than this comprehensive campaign created by a thoughtful educator.

Design an Immersive Campaign that Provides Plenty of Resources

Create an easy-to-read newsletter and poster
to promote your reading initiative.

The campaign includes various materials to keep readers engaged and motivated throughout the summer. These include editable files, a book review Google form that make it easy to customize the campaign to fit your needs, and a Summer Reading Book List Poster highlighting a range of titles specifically chosen to address students' identity, skills, intellect, and criticality.


In addition to the book list, the campaign includes a "One Book" project focusing on Sean Covey's 7 Habits of Highly Effective Teens, a popular and engaging book that teaches valuable life skills that apply to students of all ages. The campaign also features grade-level books specifically chosen to engage students at different levels of reading ability, from "Heroes, Gods, and Monsters" for 7th graders to "How to Read Literature Like a Professor" for 12th graders.

Summer Reading Project Options

One of the standout features of this summer reading campaign is the inclusion of Summer Reading Project Options and Rubrics. These eight different project options provide students with various creative ways to engage with the books they are reading, from creating a graphic novel to producing a podcast. The accompanying rubrics ensure that students are held to high academic standards and receive valuable feedback and grades for their efforts.

Finally, the campaign includes a bibliography with links to all the books mentioned in the campaign and additional resources to complement the theme of being and doing well. This comprehensive and thoughtful campaign provides everything you need to promote summer reading and keep students engaged and motivated throughout the summer months.

But why is summer reading so important, anyway? 

Google Forms offers a compelling way to collect student work.

Research has shown that students who don't read during the summer can lose up to three months of reading progress, leading to a "summer slide" that can set them back academically when they return to school in the fall. Reading during the summer helps students maintain their reading skills and stay engaged with learning, even when they're not in the classroom.

But summer reading isn't just important for academic reasons. Reading can also be a valuable source of pleasure and relaxation during the summer months, helping to reduce stress and promote mental health. Whether reading for pleasure or for academic purposes, summer reading is a great way to stay engaged and continue learning throughout the summer.

In conclusion, if you're looking for a summer reading campaign designed to engage and challenge students while supporting their critical thinking skills, look no further than this comprehensive campaign. With a wide range of resources, including grade-level books, project options, rubrics, and more, this campaign provides everything you need to promote summer reading and keep students engaged and motivated throughout the summer months.

 

Why not prioritize summer reading this year and encourage your students to keep

learning and growing, even when school is out?

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POV: Counting Time as a School Secretary (If You Are Seated at the Front Desk)

In this post, I articulate the unique perspective a school secretary has on the inner workings of a school.

Point-of-View: The Main Hallway of a School as Seen by the School Secretary

Ms. Lauren Yandow walks down the main hallway
with her kindergarteners and
waves to the school secretary.

School secretaries have a unique insight into how the inner workings of a school function, allowing them incredible insight that few other people can even begin to fathom. Sitting at the front desk during the school day is almost like being immersed in an ever-flowing river of students — it's fascinating! Each passing moment brings new surprises and never fails to remind you just how diverse and vibrant life at each school can be.

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Teacher's Summer Diary #2398: On the Tedium of Making Educational Digital Content (And Why a Walk, a Stretch, and a Sip of Water is Essential)

In this post, I talk about making educational resources for the middle and high school classroom and why distraction is my friendly passenger (although they don't always feel so friendly).

As per my last email (don't you hate it when you receive a message that begins that way) — or, shall I say, post — I've learned some new tips. First — there is beauty in

A message spray-painted on a side of
a train car.

small details. But my iPhone finds it challenging to capture the subtle beauty, so you'll have to contend with the bigger picture.

I read a quote today that I like — about achievement — "Before the gates of excellence, the high gods have placed sweat.”

I'm attempting to complete a monumental task this week, and I feel overwhelmed. I want to expand the teaching resources I created under my @stonesoferasmus brand — I have to go and proofread my inventory of 137 digital downloads I've created. I like the “making part” of the process — using design skills and creating incredible resources that middle and high school students can use. It's just very time-consuming. So to inspire me, I take long walks — hence the photos you see — and eat healthy — and stretch. Also — I got a bigger monitor for my computer. OMG. Having a large screen to work on makes a huge difference when creating digital stuff. OMG.

My goal is to have 200 products reviewed and created by the end of Summer. And on top of that, I'm taking a class on Special Education and Differentiation at Hunter College. The course is good — it solidifies some things I already knew about teaching and has already given me good ideas to move forward. Next year I'm teaching a section of Eighth Grade English, a World Religions class, a New York City history class — paired with Tenth and Eleventh graders in a combined section. Whew. I better get to planning. But. Oh. I see a bird in a tree. Ohh. Let me check this out. *Loses thirty minutes*. By the way, @kfs0520, is the last picture in this post an excellent example of Nantucket Red? Inquiring minds want to know.

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Happy Teacher Appreciation Week! (And How to Download a FREEBIE from TpT)

Hi, Friends, and Happy Teacher Appreciation Week!

Share the Love

I know. I wrote that subject line with a lot of pride! But it's true. You guys buy stuff from my store because you must really love what I do with educational downloads. And that's the beauty of TpT. There are thousands of sellers on this site, and a part of you chose me. AWWWWWWW.

FREEBIE Creation Myth Individual Lesson Plan

Access this Freebie on TpT

Get this freebie from my store -- it is now the featured free content I am showcasing. So download. And drop a like if you thought it was awesome. I created a lesson plan to teach Greek Creation myths. I hope you like it!

100+ Products and Counting

I recently topped over a hundred digital downloads on the Stones of Erasmus store. I am uber-proud and uber-excited to get more stuff rolled out soon. Currently, I am exhausting my creative output on Mythology.

Teaching Resources Based on Stamped: Racism, Antiracism, and You

I am also making products related to Ibram Kendi's amazing book Stamped: Racism, Antiracism, and You — a Young Adult non-fiction remix with author Jason Reynolds. So check that out, too!

A toolbox for Teachers to Use with Stamped

Love, Peace, and Harmony —

Greig from Stones of Erasmus

stonesoferasmus.com

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On Positivity and How I Am Dealing With Teaching and Promoting Anti-Hate (#stopasianhate #stopblackhate #love)

"Girrrrrrllllllll!" is my general mood as of late.

Two people told me today, “You are always so positive.” The first was a colleague — and they always encourage me to be myself. The second was a student —

.... she came to me after class and was like, “Thank you for always being positive.” And I was like, “Well. I can embrace my sadness. But it's important not get distracted by the negative.” Like. I mean — I'm not oblivious to the Rainbow of emotions. But I like to infuse joy, especially with adolescents. It is the way I connect, and it's the glue to keep a classroom together. That and reading, writing, and arithmetic.

My two English colleagues and besties.

It’s been a stressful year — Covid-19. A disrupted school year. And a tragic time. George Floyd. Breonna Taylor. Say their names. And Asian Hate 😡. 

One of my kids said this week, “I don't like coming to school. I like school. It's just getting there. Should I bring mace?” I told him — “Your feelings are valid.” And we talked about strategies to signal for help if a hater ever comes at you. Pretend to talk on the phone. Don't travel alone or on a lonely street.

All this hate takes its toll. It's toxic.

What are you doing to help folks feel safe? What should we be doing? Am I right to spread positivity? Even when I'm sad or broken, or I feel like I can't find the energy to teach or do whatever. I got this.

Start Class with the Right Attitude

Love you all!

.⁣
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#covidstories #highschoolenglishteacher#stopasianhateのヴィジュアルを掲出しています #stopasianhate活動#stopviolence #stopblackhate #stopasianhatenyc 😥😔💔😞😩 #positivevibes #love #stopasianhate❤️😔 #stopasianhate能看到 ✊🏽✊🏼✊🏾✊ #stoppeopleofcolorhate❤️#stopasianhate❌#stopasianhatecanada #motivation via stonesoferasmus.com

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A Fourth Grader's Optimism: Who Needs Some Inspiration? (Especially After the Tumultuous Events in Washington, D.C. this Week!)

Feeling the need to be inspired, I found this post-it note on a bulletin board at the school where I am a high school English teacher. I teach in a K-12 school in the New York City borough of Queens. 

Julian in Fourth Grade doles out a massive dose of encouragement. 

Needing Positivity this Week (For Sure!)

I am usually the teacher who brings positivity to the classroom. But lately I have been feeling down-and-out. Maybe it's the global pandemic that has swept the world, or maybe it's the attack on our democratic institutions on Wednesday that threw the nation's Capitol building in lockdown when a large group of Trump-inspired far-right rioters breached security protocol and entered the federal building, breaking glass, vandalizing the Speaker of the House's office, and even infiltrating the Senate chambers — where just an hour before, legislators had convened to accept certified electoral college votes from the states — to follow through with the Constitutional process to de facto validate the election of the next President of the United States, Mr. Joseph R. Biden, Jr.

Inspiring Note from a Fourth Grader

And I saw this note from a Fourth grader. Kids at this age have an optimism and clarity for both big-spectacled dreams as well as practical sense. Who doesn't want the world changed for the better. But I love how he admits it is a challenge. And kudos for his marvelous grammatical construction — "Changing the world isn't easy, but anyone can."

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How Diligence Paid Off Cataloging Indigenous Plant Species of Louisiana (And How I Came Upon the Secret of Motivation)

In this post, I wax nostalgic about a class I took in high school and how it taught me something about human motivation.

"You'll need to collect one-hundred specimens of native flora from Louisiana to gain a perfect score for this project," intoned our Biology teacher — I was in Eleventh grade. I had opted to take a class called Biology II rather than Environmental Science. It was unlike me. Having gravitated more to the arts and humanities, even in high school, taking an advanced science class went against the grain. But it was one of the most immersive courses I took in high school. I liked the botany unit. We had an entire semester devoted to exploring indigenous plant species of Louisiana. I had even gone as far as to purchase a used copy of a field guide to plants of the state; "Don't collect invasive species," our teacher had said. So I wanted to make sure I knew the difference between Kudzu and an indigenous Wood Sorrel. 

Look around you. There is a
        world to catalog and discover.

I put my heart into the project. With my field guide in hand, I combed the thin strips of woods that separated neighborhoods; I examined plants and looked closely at leaf and stem characteristics. I learned words like "deliquescent" — the word to describe a tree that has developed a finely developed branch covering resembling a cup (most often happens when the tree grows in an open field without competitors to challenge its airspace). Or that a leaf that has a soft "hairy" layer is said to be tumescent. Looking up these words in a standard dictionary, I found that these terms, while having a general meaning, also have a specific sense in botany. For example, I can say deliquescent to describe how water absorbs evenly into the soil from moisture in the air. And use the word tumescent to describe the soft hair that covers a newborn baby. Words are so multifaceted, I thought to myself then — and still realize to this day. It's a concept I often try to impart in the classroom: "Kids, vocabulary knowledge is closely tied to how it is used in the text."

What drives motivation? What made me so motivated to pursue a task that before I had taken it, I would never have followed on my own? Most likely, it was the challenge of the project. Something about discovery: and the idea that I had to explore areas outside the boundaries of my neighborhood or looked closely at the familiar. I don't remember what my classmates did for the project; I don't recall working with a partner.  

I had my parents purchase for me a ginormous three-pronged binder and a bunch of styrene protective covers. To successfully save a plant specimen, it is necessary to place the plant parts into a book or under a newspaper fastened with something heavy — like a book or a rock. It can take days for the specimen to set properly — our teacher had specifically said that if you don't let the plant sufficiently dry out — it will rot and produce mold once you seal it in the binder covering. The first few plants I had picked out delivered such a fate — I didn't press them long enough — so afraid of having points deducted from my project, I did them over again. 

I was diligent and methodical with this project — I managed to collect about ninety-eight specimens — everything from Sweet Bay Magnolia to a Pitcher Plant. I noticed how invasive species could completely take over an area, their massive and quick growth, quickly suffocating plant diversity in the area. This specific invasive plant called Chinese Privet — I found lots of those everywhere around my backyard. Seeing the ubiquity of certain herbaceous plants made me realize the destructive force of nature when human intervention is too rapid, and Mother Nature cannot keep up.

Motivation is tied to relevance. If you can tap into the significance of a task, then you have your student's attention. Make a task too easy, and it loses its relevance; make a task unattainable, and it becomes a chore. I like how my teacher implied that the project had a perennial aspect to it; I still have that binder from high school. And I still have the plant species; they are labeled correctly and nicely preserved.     

It wasn't an easy task, but it promised discovery. So finding a rare plant species proved to me a gleeful moment — filled with joy, as on a particular jaunt into the woods behind my mother's house in Madisonville, Louisiana — I found a Devil's Walking Stick — properly named because if you pluck it you will automatically be stung by its many sharp prongs that line its length. Walking deep into the woods, I came across a bayou that flooded its waters often when rain fell heavily, which gradually seeped back into the ground or wended its way back to a tributary and then into the Tchefuncte River and then finally into Lake Pontchartrain, which is an estuary that opens out into the Gulf of Mexico. Everything is connected. I knew then and know now.

As a teacher myself, I now give students projects and written assignments, as one is wont to do as a teacher. I have never given out a botany project like the one my science teacher did for us — but I marvel at what motivated me to complete such a project so painstakingly. I sometimes joke with colleagues that if someone were to crack the code of what truly motivates people to be industrious, creative, or simply do work — especially work that at first glance does not seem necessary — they ought to win some kind of Nobel Prize for Ingenuity. I never went into Botany — heck, in college, I only took a handful of Science classes. The bulk of my undergraduate course load was filled to the brim with Dante and Kazuo Ishiguro — with ample servings of Plato, Aristotle, Thomas Aquinas and Shakespeare — can you tell I went to a heavily Western-centric liberal arts college? But I never forgot my foray into botany. That project stayed with me over the years. I still remember the scientific names of certain plant species — for example, Live Oaks and White Oaks — and all oaks — belong to the Quercus genus. And figs are in the ficus family. And if you take a walk with me in the woods, I will revel in the joy of discovering a field of Crimson Clover — it's still a beautiful flower.

Photo by Dmitry Grigoriev on Unsplash

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First Days of School in the Covid-19 Era — Report from a High School English Teacher

Some schools have already been back in session for three weeks now and New York City Public schools have not even started but in our small school in Jackson Heights — we just started this past week. Here's my first day of school report — 2020 edition.

Deep Thought Freeze Frame on Zoom

"I think she's in deep thought," a curly-haired kid in the front row said. "But's she's been like that for a long time." I checked the computer screen — a laptop on the teacher's desk where I could see kids that were learning remotely from home. "Can she hear us?" I asked. ""I think she's frozen, Mr. Roselli." And sure enough, she was. Whatever she needed to say was caught out of joint, still. 

That's a snapshot of my first couple of days back at school. I am a high school English teacher at a private school in New York City. About twelve percent of the school has chosen to go remote. The rest of us are at school, wearing masks, properly podded in classrooms, with orchestrated arrival and dismissal times, lunch delivered to classrooms, temperature checks, and everyone in the building has been tested for Covid-19.

A Kind Eighth Grader and a Lesson on Lipids

I start my day before school checking my devices, making sure I don't have a laptop or Chromebook at a low battery level. "Make the first days of school fun," a friend says. But it doesn't feel fun. The excitement of the first day lost its allure this year. In homeroom, I take attendance, but I have to make sure the students who are learning remotely have logged on. Then I have a planning period in the morning. And then, I monitor the eighth-grade study hall. "How are you doing, Mr. Roselli?" one of the eighth-graders asked me, and my heart melts a little bit because I know this kid, and I was touched by her small gesture of empathy. She tells me in a free flow of words how her day has gone, her troubles with Google Classroom, and why soap and water kill the Coronavirus. The whole class then suddenly stops and listens as I give a deliberate explanation of how the cell wall of a coronavirus is made of a lipid layer — and that soap is basically a lipid — and when soap hits the surface of your skin, any virus material that may be on it gets canceled out by lipid action. Soap is basically fat. I say.

After lunch, I teach three classes back-to-back, and they are all in separate rooms with a different technology set-up. One place is near the main hallway, and it has a blackboard only, a teacher's desk that I won't need to use, a bunch of maps (that I won't use), and no smartboard. There's a laptop hooked up to the Internet, and I sign into the school Zoom account to admit the remote learners into the room. I tell the kids who are actually in the classroom, "While I set up Zoom open up Google Classroom on your device. Respond to the group discussion question, and we'll get started in five minutes." I had forgotten that over the Summer, I had made "podcasts" to go along with some of my lessons. I am kinda glad I did because it's given me a sense of control of my courses. One of my students, a quiet kid who always answers my questions correctly, but I cannot understand him (because he speaks very softly), is sitting in the front row listening to one of the podcasts. I hear my own voice emanate, and it feels surreal. "That's Mr. Roselli's voice. Do you like the sound of your own voice?" No, not really, I think to myself.

A Feeling of Split-Screen Reality

There's me in the room, kids in the room, devices, a chalkboard, kids on Zoom — and I forgot to take the daily attendance. So I open a new tab on the same laptop that's streaming the Zoom, and I realize I need to log-in again — but I don't have my password handy, so I take out my phone that has all of my passwords. But I am wearing a mask, and the phone prompts to login me in with face recognition. But I don't have time to lower my mask for the phone to capture an image of my face. So then I need to key in the phone's password. And by this time, I feel that tinge of stress that radiates from your neck down the small of your back. Too much cognitive functioning going on!

I jump back again to reality — by saying, "Let's talk about representation." A brunette girl who had been listening intently to my audio says, "Yeah. Like politics." And we talk about how senators or representatives represent us in Congress. But I explain that in Art History "representation" has a slightly different meaning. And then I feel like the class flow is streaming (and no one is frozen on Zoom). But then I want to show the class a painting of Pocahontas that was done in 1616 that depicts her as a European — when in fact, she was an indigenous person.

So I pull that up — but then I realize, "Wait. The kids at home cannot see it." So I need to share my screen. And then I feel stressed out again. For some reason, I cannot share my screen — and I promise to put the picture on Google Classroom later so everyone can see it. Later, when I add the graphics, I notice that in my Twelfth Grade English class a boy named Adam has posted, "Let's get it, Mr. R.! Keep it up with the same energy!" 

Why You Have So Many Websites?

If a kid thinks I have a surplus of energy, I think, let's get it, then. The last two periods of the day go well — it's sometimes funny to see how the kids on Zoom interact with the kids in the classroom. I make a joke with the class about how I feel like the kids on Zoom are not really real — because they are postage-stamp-sized moving images — a bit pixelated and blurry. But there are real kids in the room. And they are like kids. Feeling anxious and worried and also a bit expectant about the beginning of the school year.

I don't like this set-up. It makes me feel inadequate. It's a compromise — to open school, and to allow options for kids who want to stay at home. But it's going to run me down to the ground if I don't devise a plan.

So, first. I am going to keep up the idea of making podcasts. They are easy to make, and they help me as a teacher to organize my thoughts for each lesson. In March and April, I listened to a ton of podcasts, and they helped me get through the darker days of the pandemic. So I want to recreate that immersive experience of listening to someone's voice. 

"Why so many websites?" a sixteen-year-old boy asked me, with a tee-shirt that said "Phoenicia" on it. I didn't understand his question, so I asked him to explain. "Oh. He said. Like you have so many websites on your Google Classroom." I realized what he meant. I have a website for the class, and then there is the Google Classroom page, and I use Vocaroo for my podcasts, and Quizlet for flashcards and FlipGrid for presentations — it all becomes quite intense quickly. I’m suddenly feeling I could use a vacation in Phoenicia right about now.

Your Class Feels Like A Lot. Because It Is 

Over the Summer, I didn't know what I would be teaching until late August. And once I found out what my course load was to be, I immediately started planning the year. In the Eleventh Grade English class that I teach, I have thirteen weeks of material already set up. I thought it would make me feel organized — and it did! I do not regret doing it — but one of my students, an awesome kid, said, "You have thirteen weeks already set up. That's a lot. This class is going to be a lot."

And I guess she's right. It feels like a lot this year. That's why I had fun on Friday doing an activity where I had asked everyone to send me in advance a "fun fact" about themselves that no one knows about so we could share it in a fun lesson at school. "I have a Guinea Pig,"; "Follow me on YouTube,"; "I want to be a recording artist,"; "I want to be a Psychology and Business major,"; “I hiked the southern rim of the Grand Canyon when I was eleven.” — and I shared a story about my pet hamster named Hammy. We would take him outside, and he would eat the clover leaves until his cheeks were filled. And then out of nowhere, one of the kids on Zoom — which had been quiet most of the class period — piped up, "Now — you had a lawnmower as a kid!" Everyone started to laugh. "Yeah. He said. Your hamster was like a lawnmower!"

Ohhhhh, Girl!

And at dismissal, I heard a loud noise emanate from the street outside — it was the sound of a fire truck — and I yelped, "Ohhhh, girl." And one of the Eighth graders said, "When Mr. Roselli gets scared he goes like 'Ohhhh girl!'"

That made me so happy.

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Reflecting On Being A Teen Reader: A Literacy Autobiography

Thinking back on who I was as a teen reader puts into focus why adolescents need to develop steady habits of reading.

A Photograph of the Author as an Adolescent Reader

Taking A Course at Hunter College Encouraged Me To Think About the Adolescent Reader

During the Summer of Covid-19, I was planning to go to Chicago to learn about maps. But my plan was foiled, and I have been home this Summer like most of us. So. Never to sit idle for long, I enrolled in an Education class at Hunter College. Taking Adolescent Literacy, the professor has us plunging into the myriad forms of reading that we can have our students read, dissect, decode, translate, and take to sustaining levels of engagement. I love the course. It had me thinking of myself as a teen reader. So — I took a walk down memory lane, and I tried to envision who I was as a teen who read.

My Adolescent Experience in Literacy Began With An Ugly Divorce

My earliest memory as an adolescent reader stems from the transition I went to from Sixth to Seventh Grade. At that age, I was going through the expected change from a kid to a tween, and I had just gone through my parents' ugly divorce. In Fifth and Sixth grades, my academics had suffered, and I had achieved low scores in Math. I perceived myself as an average student even though I had read The Chronicles of Narnia series by C.S. Lewis. I had devoured stories, such as Hans Christian Anderson's "The Tinder Box," which I would listen to in concert with the audio on a Fisher-Price record player. It played 45 records, and you could check them out from the library.

Reading instruction in middle and junior high school was based on reading comprehension and discussion of the book. But I would often read the entire book by myself and not pay attention to the homework and sometimes do poorly on the end-of-the-reading exam. We read Tuck Everlasting, My Brother Sam is Dead, The Witch of Blackbird Pond, Hatchet, and Mrs. Frisby and The Rats of N.I.M.H. — books I liked but I wanted to get through them so I could read other books! So when the exam came, I often forgot vital details about the "class book" because I was not in sync with the rest of the class.

Adventures in Junior High School in South Louisiana

In South Louisiana, where I am from, the school system has a separate school for Seventh and Eighth Grade called Junior High School. I don't remember being especially advanced in reading, but I do remember enjoying reading for pleasure. I kept a personal journal as a kid. I always had a book to read, and we often made trips to the public library, and I was a frequent visitor to my school's library as well. In Seventh Grade, I remember getting into trouble for reading Jurassic Park by Michael Crichton in History class. The book was propped up on my lap, and the teacher caught me with my head down too often. I often attempted to read really long, "adult" books just for fun — Stephen King's The Stand, and the Jack Ryan books by Tom Clancy (e.g., Clear and Present Danger and The Hunt For Red October).

Growing up gay, it was through reading novels that I discovered in the library that I learned that people like me existed. For example, Gore Vidal's The City and the Pillar was a thin volume I found in the library's fiction section. It's about a young gay man coming to terms with his sexuality in the 1950s and 60s. Even books that are not explicitly about being gay rang true for me nevertheless, as in Letters to a Young Poet by Rainer Maria Rilke, Fade by Robert Cormier, and Selected Poems by Walt Whitman. That began a lifelong fascination with L.G.B.T.Q.+ Fiction and with reading as a means of self-reflection and a catalyst for personal growth — a practice I still continue to this day. One of my favorite books is Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz.

Challenging Me To Read a Non-American, Non-European Author Was an Illuminating Experience for a Fourteen-Year-Old

On Christmas Day Mom Made
Us Read from the New Testament Recounting
the Gospel Narrative of Christ's Birth

I had a wake-up call, though, in high school, when a teacher told me to more carefully choose the books I read. I did not have a model for "close reading" — but in Ninth Grade, I joined my high school's "Library Committee" — an extracurricular club where we read a novel from the library's collection every two weeks. We met as a group to write book reviews and discuss the books. I remember I was told, "Read a book by a non-European, non-American author . . ." That was an intriguing challenge, so I read Nectar in a Sieve by Indian novelist Kamala Markandaya. I was struck by the description of poverty and despair. Still, the voice of the protagonist Rukhmani — stayed with me. Being a part of a club and having reading role models among my peers and other adults helped me to create a social experience around reading that I did not have. As a result, my performance in school improved. I made better grades in English, and I was bumped up to the Honors class in my Sophomore year.

I am lucky that I had excellent English teachers in high school that encouraged discussion about books. We were prompted to make connections to what we were reading. When we read Shakespeare's A Midsummer Night's Dream, our teacher did an outstanding job of zooming out and said to us, "Okay. Don't get tripped up by the language. Well, this is a story about entering the woods, and the woods is a place of chaos, and the characters come out changed." As a teenager, I could relate to the theme of radical metamorphosis. At the end of the unit, we watched Stephen Sondheim and James Lapine's Pulitzer-award-winning musical Into the Woods. And later compared the text to Shakespeare — which turned out to be a beautiful text-to-text connection that I now use in my classroom.

As Adolescent Reader There Was a Disconnect Between "Reading for Pleasure" and "Reading to Succeed"

In Junior year, I did poorly on the standardized pre-tests in reading for the ACT., and SAT. While my classmates had taken test prep classes in the Summer, I was not prepared for the questions. My parents did not realize that I needed intervention because I was always doing something academic or doing my homework — and I made Bs and As consistently. In my parents' eyes, I was doing what I was supposed to do. I graduated from high school in 1998 with a G.P.A. just shy of a 3.5 by one-tenth of a point. I got into a small liberal arts college that focused more on writing and personality than test scores. But I sometimes wish that if I had been pushed harder in high school, my life would have turned out differently.

Who I Was As a Teen Reader Predicted Who I Became as an Adult

A Picture of the Author as
a High School English Teacher

So here I am now in the Summer of 2020. My adolescence feels like a world lived in a different galaxy. And I am a teacher! As a classroom teacher, decades removed from my own youth, who I am as a teacher, surprises me. 

Working with teenagers, I put a lot of emphasis on independent reading. I use websites like newsela.com to foster a love of learning and academic choice. I can remember when I taught Sixth grade a kid told me, "Mr. Roselli — I never see you with a book. But you say you love to read." I think it's because he only saw me teaching, or grading, or talking, or going from one class to another, and he never saw me doing a silent sustained reading. And that really struck me, and it made me think, you know, we live in a society where silent sustained reading is seen as antisocial. 

In the very fast-paced world of teaching, counter-intuitively, teachers do not have time, often, to commit themselves to a meaningful text. So. Now. I do small things to show my own life in reading. For instance, I give my students a top ten list of my favorite books. Or, I do subtle stuff like actually read with them or have my current book on my desk (which is an explosive investigative report on the Matthew Sheppard murder entitled The Book of Matt). 

As a teacher, I don't mind when kids go off track and read random texts independently. I keep a small classroom library, and I often use my own money to buy relevant books. For example, the novel The Hate U Give is a compelling read. It is told through the experience of a young Black girl who witnesses her best friend killed in a routine stopover by the police.

What's the takeaway? Who you were as an adolescent reader informs who you will become as an adult. And that's on period, boo.

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Writing About Coronavirus As a High School English Teacher (And What That Means for Students)

I write about the pestilence COVID-19 from the point of view of a high school English teacher.

Today, a kid asked me, "Mr. Roselli, will school be closed because of the Coronavirus?" I said, "Probably not. But the school is making preparations just in case."
My Kids at School Publicly Say They Want School to Close
I teach high schoolers, who in the main, will tell me that they wish school were closed. "Just close school!" While school may close, I remind them, we'll still have school available online. My school is in the process of figuring out how they'll do that properly. We have a meeting tomorrow to do just that.

I Don't Want School to Close 😟
I am dreading the possibility that school will close. Going to school everyday gives meaning to my life. I like seeing people and school often connects me to others in a way that helps me to go beyond myself. I feel like my co-teachers know this about me. "Yeah. You'd hate quarantine," observed one teacher. She's right!

COVID-19 is Spreading Around the World
Countries like China and South Korea have reported that COVID-19 (Coronavirus) cases have been steadily decreasing and Taiwan seems to be working hard to keep the virus at bay. In Italy, citizens are in lockdown - the country is at full stop; while, in the United States, actors Tom Hanks and Rita Wilson have come forth saying they've both contracted the illness (although it appears to be a mild case). It appears we in North America are up for a real test of resilience and resolve.

Remaining Calm but Using Purell
I'm washing my hands, avoiding touching my face, and trying not to let the COVID-19 news coverage distract me to anxiety. However, it seems like things will get worse before they get better. I'm having flashbacks to living in Louisiana during hurricane Katrina. But this time 'round crisis mode seems to be set to slow motion mode. There's no outright panic on the streets, but people are anxious and nervous.

Let me know, yall!
Pour me a hot cup of tea, please. Raise a cup to the unknown. And let me know if you're a teacher (or even if you're not) - and what you're doing to ride this virus out.

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Reflection on Authority, Power, Gods, Teaching, Mothers, Sons, and Acceptance

Before you read: In this teacher's journal I do a quick reflection on my old friend who once told me he tells his students: "You may call me sir, or God."

"You may call me sir, or God."

I had an older teacher friend who said he would tell his students, "You may call me sir, or God." I thought it was funny. I get the either/or. Either you respect me or you respect me. You get it? Disregarding the tautology, all this talk about divine authority makes me think about my mother. I have been prone to talking to my mother on the phone a lot lately. She likes it because it is uncharacteristic of our relationship. We have gotten closer over the years but it has been the last few years that our mother/son relationship has gone to new levels. We are both adults and even though I am still her son we parlay at the level of related adults. You hear me? It is gratifying to reach that level of intimacy with a parent. Not that I let it all hang out. Mind you. I am civil. But I am more honest and less afraid of reprisal. When you are a kid you are rather incompetent compared to your parents who lord it over you. It is the way of the familial structure. But as you grow older you either do three things. You drift away. You stay at the level of infantile / parent  — where mom and dad are always in charge — or you coalesce into something new and different. So. This is why I am more open — and — I think why I am more confident in general. It probably helped that I came out to my mom a few years ago. That helped to even the playing field. And that openness has made me more pliable to the cascading nature of power. It comes in waves — and like a wave — it plunges you into the deep with a secret; but, once the secret is revealed the power of the secret is lost and I am able to be made new again. Do you see the connection? So that is the way of mortals — neither animals or gods. Something in between. But you may call me sir, or God.

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Teaching Eleven and Twelve Year Olds How to Conduct Online Research is Fun

Working Every Day With Kids

I'm a teacher. I don't have a classroom of seventy kids. My largest class has twenty-three students. I work at a small school. There is a lot of interaction between teachers and students and I'm often in the middle of things every day. Because of my schedule, I get to teach several different subjects to different age groups. I teach two different groups of Sixth graders once a week. We've had this schedule since September. 

Teaching Kids How to Research Online

I teach a class called Research. We do activities in the computer lab. I make them create customized Google Maps. We use Google Earth. For one lesson the kids created their own Encyclopedia Britannica online account. I teach them how to find good resources online. I make them take notes on Google Docs. I talk about Internet safety. Sometimes we play silly HTML games online. It's an easy class to teach because we’re doing stuff I like. Give me an encyclopedia or an atlas and I'm lost in it for hours. I'll forget to eat or take a shower. So I'm in my element twice a week on Mondays and Wednesdays. It's the closest I get to feeling like a librarian. Also, I get a kick out doing Internet-related stuff with kids. It's interesting finding out how much they know. Eleven and Twelve-year-olds are also really hilarious and curious. 

Creating Surveys to Teach Qualitative and Quantitative Questioning

Leveraging my students' insatiable curiosity, I made them create their own Google Forms. We did a unit on qualitative and quantitative questions. How many hours do you spend online? That's a quantitative question. How do you feel about going to the dentist? That’s a qualitative question. And I talked about the differences between open and close-ended questions. Using those two concepts we created surveys. A large percentage of the kids wrote survey questions about video gaming habits. Elliot wrote a survey collecting information about eating-out habits. And another kid named Amber wrote a survey that used Google Form’s redirect feature to make the survey different based on answers respondents gave to questions. It was the first time I had ever made kids make their own Google Form. So I was happy. Sending out the Forms to others took some work, though. Kids had fun emailing the persistent link to friends, teachers, and family - but, to be honest, the kids who had their parents post the link to other adults via social media garnered the most results. I was impressed that one savvy researcher amassed 70+ results. Most of us managed only to get twenty. But the goal of the lesson was in designing and creating the survey - not in its popularity. So I praised kids’ design efforts over popularity. 

Creating Google Forms With Students

If you want to do a similar lesson with kids keep these things in mind:

• The first question should be required:
• Set the Google Form to not collect respondents’ emails. And disable required Google login to take the survey.
• Turn off quiz mode. There are no right or wrong answers.
• Make a snazzy visual header.
• Brainstorm lots of ideas. Look up and model good examples.
• A survey on BBQ versus Hot Pot is a better survey than just FOOD.
• Use lots of relevant images!!!! 
• Divide your survey into sections.
• Use the grid question type in Google Forms.
• Make your kids use all the question-types.
• There is a difference between a checklist question and a multiple-choice question.
• Make your kids create at least one linear scale question.
• Don't make all questions open-ended.
• Have kids explain their questions. Not everyone understands what Fortnite and dap mean.

Other Things to Consider: 

Explain to your students that they're conducting research using qualitative and quantitative data and exploring general interests and preferences. They're not collecting personal information. Don't collect first and last names, addresses, emails, or birthdates with month, day, and year. 

If your school is not set up to use Google Apps don't worry. If kids are thirteen and older they can create their own Google accounts. If kids are under thirteen, they'll need parental permission to make a Google Account for kids. 

Proofread your kids’ work before allowing them to send it out to the world. Once you decide a survey meets your standards make the student draft a Researcher’s Letter and save it to Google Docs. That way they can be like real data scientists. 

An Example of Student Work

Dear Friends, Etc.,
I’ve created a qualitative and quantitative survey to represent students in Middle School and their favorite things (this survey only applies to students in 4th, 5th and 6th grade.). I’m conducting this research for a school project. I am not collecting personal information. Thank you for taking this survey!

Best Regards, Lilly Here is the URL:  https://forms.gle/43JVcWDe3rjPn9666

What Has Been Your Experience Teaching Kids Online Research Skills?
Thank you for reading my blog. I write a lot of stuff about different topics; so, I hope you enjoyed this one about using Google Apps in the classroom. Let me know in the comments if you've ever experimented with Google Forms in a classroom setting.

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