Fantastic Teaching

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The latest superhero movie teaser to hit the internet is that of Fantastic Four, a.k.a: FANT4STIC: 

fantasic-four 2015 logo

If a Fantastic Four movie sounds familiar, that’s because there have already been two big budget FF films since 2005.

For an interesting comparison, take a look at the 2005 Fantastic Four movie‘s trailer (starring a pre-Captain America Chris Evans and a post-Commish Michael Chiklis):

Now watch the teaser of the 2015 version:

Quite the difference in tone, don’t you think?

But to me, that’s what makes iconic superheroes so special.  Building off a core of archetypal characters and themes, different creators can tell stories through a variety of styles.  (And it’s always fun to see fresh new takes on superpowers.)

Like parallel universes in comic books, a parallel application exists in the world of teaching.  In order to reach students and inspire meaningful learning, an effective teacher applies his or her individual personality and talents to a framework of fundamental research and established methods.

So let’s talk about some essential elements of effective fantastic teaching, using Marvel’s first family for inspiration (and images courtesy of artist Bruce Timm).

Mr. Fantastic (Reed Richards)

mr fantastic Egocentric name aside, Mr. Fantastic is known for his amazing intellect as much as his elastic superpowers.  Two things we can take from the Fantastic Four’s leader:

1. Teachers must be smart.  For those of us with normal IQ’s, we must do our best to study and develop rich understanding.  This growing knowledge base should be limited to our particular subject(s), but all the arts and sciences, and–perhaps more importantly–research on how people learn and applicable teaching strategies.

2. Teachers must be flexible.  You don’t have to wear a uniform made of unstable molecules (though it’d be cool to try), but you must be ready to bend, twist, and stretch if you want to stay sane.

Human Torch (Johnny Storm)

torch timm In addition to flexibility, fantastic teachers have a healthy sense of humor, much like the FF’s resident jokester.  And figuratively speaking, teachers should be able to instantly “flame on” and fire up a jaded class into a group of enthusiastic learners.

Invisible Woman (Susan Storm-Richards)

invis woman Here’s where we get more profound.  Teachers are often most effective when they stay out of the spotlight.  Instead, they put the primary focus on learning and encourage students to take responsibility and leadership in the process.

A common motto used among educators is to relinquish the classroom role of “sage on the stage” and be a “guide on the side.”  Sometimes, that guide is so good the students hardly notice his or her presence.

invisible woman force field In many ways, Sue Storm has the most powerful abilities among her teammates.  Not only can she turn invisible, she also can produce invisible force fields for both offensive and defensive purposes.  Teachers must also do their best to protect their students and colleagues from all kinds of dangerous attacks – unseen or otherwise.

The Thing (Ben Grimm)

thing bruce timm small In addition to protecting students, fantastic teachers also need to protect themselves.  Like the ever lovable, blue-eyed Thing, teachers must exhibit some thick skin.  We have to withstand a daily barrage of gripes and wisecracks that rival Dr. Doom’s black magic blasts.

dr doom blast

Fool! Doom never does homework!

To use another metaphor, teachers should be judicious in deciding when “It’s clobberin’ time!”

clobberin time

Even fantastic teachers have students who occasionally act out worse than Mole Man’s Moloids.  We can’t simply exile these misguided minions into the Negative Zone.  But we can’t allow class clowns to ruin everyone else’s opportunity to learn, either.

moloids crowd

Your teacher’s worst nightmare.

It takes wisdom (sometimes a Reed Richards-level of intellect) to know how to squash misbehavior without squashing the student (emotionally, that is).  It also requires a mix of courage and compassion.  Even the best teachers aren’t perfect in determining when and how to manage, discipline, and/or overlook student actions and attitudes.

Nobody’s perfect.  But we can strive to be fantastic.  Use insight from the “World’s Greatest Comic Magazine” to help you get there.

No cosmic radiation required.

fantastic-four cosmic

Teaser Teachers

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One of my Super Bowl highlights is the glut of new movie trailers during the commercials.  Never mind that the 20 seconds or so may or may not actually wind up in the actual film.

Nowadays, most of these trailers go straight to the internet before the Super Bowl.  And now we don’t just have trailers, but also teasers, which are basically trailers for the trailers.

Here are a couple of teasers and/or trailers that caught my eye this year.  (Don’t blink.)

Cool, huh?  Even a few seconds can get the adrenaline pumping.

So how about us teachers?  How can we take some Hollywood magic and use it to “tease” our students?

A common practice is the use of bell work (or bell ringer), which helps with classroom management and should engage students in thinking.  Many teachers use bell work to review something from a past lesson or preview something  for the immediate next lesson.

Bell work helps create a useful routine in which students start the class (not the bell or the teacher) and the teacher can use these few minutes for taking attendance, addressing specific students’ needs, or other important tasks.

There are several resources out there for using “puzzlers” or trivia for bell work.  These are good in a pinch, and some can even foster meaningful discussions about students’ personal views and experiences.  Here is a variety of bell ringers from Kentucky (home state of mutant siblings Sam Guthrie a.k.a. Cannonball and Paige Guthrie a.k.a. Husk).

cannonball_and_husk_color_by_graconius-d5p11rs

Thanks, Kentucky and Graconius.  We owe ya both.

This is a start, and such resources are good for some days.  But let’s go beyond student/time management and really get students excited (or at least interested).

What sort of question or prompt can you pose on a given day that will not only get the students to work, but get them to think more deeply about the content you want them to learn?  How can you “tease” them?

Here are a few paired examples.  One bland, one better.  Reflect on these ideas to create or modify your own bell work prompts for upcoming classes.

BLAND: Please open your book to page 16.

BETTER: Please open your book to page 16.  Examine the two photos and write down as many similarities you can find.

BLAND: Please get out yesterday’s homework.

BETTER: Please review your homework with a neighbor and discuss any discrepancies in your answers.  Who is correct?  How do you know?

BLAND: Please copy the vocabulary words on the board.

BETTER: Pick out your favorite vocabulary word and draw a picture related to that term.  Share your sketch with a partner and see if they can guess the word.

See?  Not that hard to take a basic task and make it better (i.e. increase the students’ interest).

In addition to bell work at the start of class, teachers should tease their students at the end of class.

End-of-class activities often focus on a “wrap-up” or recap in which the class reviews what they learned that day.  If you do such activities, be sure to have the students tell YOU what they’ve learned, instead of you just telling them what they should have learned.

Strategies such as the Exit Slip or Ticket-out-the-Door provide other opportunities for students to share what they have (or have not) learned.  Teachers can prompt students to apply the content to a new situation.

Don’t make it a simple task.  Tease the students with a challenge or question that gets them wondering and thinking between the end of class and the next time they return to you.  It’s okay to leave students in suspense sometimes!

So here’s a challenge:

What’s your best “end of day” or “start of day” strategy?  Post a comment and share below!