The Future Is.... NOW!

Computer-Based testing Strategies in ELAR

Strategies for test-taking are one of the most important things we can teach our students.  It is the knife to the hunter; the wrench to the handyman.  If standardized testing is the dragon, strategies is the sword we arm our kiddos with to take down the beast!

This year a "new" test form (or "beast")  has emerged; the computer-based test!  The most terrifying component was that the strategies we previously had were designed for paper-based tests.  

For the students, it was like encountering a "new world" beast with "old-world" weapons, and not enough time to figure out how to take the beast down.

So what did I do?  

I created a set of computer-based testing strategies for students to use, of course, that link the bridge between the paper and the keyboard.  There is a graphic organizer that goes along with the strategies also (see below), that is a helpful companion.  I will add the strategies below, however, keep in mind that these, like anything in this world, will evolve.  The strategies grow and change with the test, so I will do my best to keep any alterations and improvements posted.  

If I use my imagination, I can easily foresee ALL testing moving towards the computer format.  I mean, why not?  It's convenient, earth-friendly, and ideally, more efficient.  However, the future is now, and the time to think about computer-based test strategies is upon us.  If you would like a copy of the graphic organizer, would like more information, or even have a suggestion, please comment.  The goal of a teacher is to educate students, not just the kiddos in one's own class, so I am happy to help in any way I can;-)

Reading Strategies for Computer- Based Testing 

1.      Get comfortable and get your space in order.

a.       Locate your computer, computer mouse, scrap paper and pencil.

2.      When you log on to take the test, ask yourself: “What tools will help me be a better test taker?”

a.       Your test tools include: a highlighter, eraser, pencil, note pad and an X to cross out answers you think might be wrong.

b.      Your Accessibility Panel includes:      

                                                              i.      Text to speech: where you can have the questions read to you out loud by the computer

                                                            ii.      Zoom: if you need the screen bigger

                                                          iii.      Color and Contrast: if you think you could read better if the screen was a different color or was brighter or darker.

                                                          iv.      Place marker: a bar that helps to keep your place as you read

3.      Take a deep breath.

a.       It is easy to rush through computer tests, so breathe deep, take your time, and do not rush.

4.      Make a prediction:  highlight the title of the passage using your highlighting tool at the top of your screen and look at any pictures that may be included. 

a.       Write the title of your passage on the line in your graphic organizer.

b.      Make a prediction on your graphic organizer what you think the passage will be about.

c.       Decide whether you think the passage is fiction or non-fiction

5.       Read through ALL the questions before you read the passage.

a.       Use your highlighter tool to highlight your KWIQ words as you read.

b.      Using your graphic organizer, number the questions and write down your KWIQ words.

c.       If the question specifies a certain paragraph, write that down!

6.      Read the passage

a.       As you read the passage, highlight the parts of the passage that answer your questions or refer to your KWIQ words.

b.      If you can, answer the questions as you read the passage.

c.       When you are done reading the passage, answer the remaining questions.

                                                              i.      ALWAYS flip back to the passage to find text evidence to support your answer.

d.      If you can eliminate an answer use your X tool to cross out that answer.

e.       If you think an answer choice might be correct, use your pencil tool and draw a + sign by the answer.

f.       Read through ALL answer choices before you click on the bubble.  Sometimes there are two possible answers, but you have to pick the BEST answer.

7.      Paired Passages

a.       Use the same strategies as you would with any passage.

b.      Read only ONE passage at a time.  Answer the questions for that passage.

c.       Read the other passage. Answer the questions for that passage.

d.      Then, answer the crossover questions using the same process of elimination.

Graphic Organizer:

"Discipline with Dignity:" A Book to Remember

"Discipline with Dignity:" A Book to Remember

Whether an experienced teacher, or an inexperienced teacher, we all struggle with maintaining order and peace in the classroom.  I currently work as a middle school ELAR teacher.  As you may or may not know, middle school is a particularly challenging group of students to work with.  I work daily with a group of "in-betweeners," meaning that they are in-between the stage of blind childish obedience and security in their independence as young adults.  The fact is that this group of young adults is not only testing their boundaries, but have just recently discovered that the boundary even exists, and that it is flexible!

When I first began teaching, I found myself struggling to maintain order, not solely because I was inexperienced, but because I was torn in so many directions in trying to discover who I was as a teacher.  I kept getting "words of wisdom" from others who maintained that students needed to fear you in order to respect you.  Fear was equated to respect.

But I felt wrong.

By nature, I am not a "yeller."  By no means am I reserved, nor passive, I simply do not like to yell.  Moreover, growing up in a home where yelling was the sole means to conversing, I am particularly sensitive to yelling, and as a result, did not adapt well to a teaching strategy of yelling at students, and berating them in front of peers to "teach them a lesson."

I needed help and advice, but felt ashamed to ask. My dear and wonderful husband, seeing my struggle and being witness to my tears of frustration gave me a book that changed me as a teacher and helped to set me on the right path.  That book was: "Discipline with Dignity" by Richard L. Curwin, among other writers.

From the book I was able to gain peace.

I would like to emphasize, however, that the teachers who are successful "yellers" are by no means "bad" teachers, they are simply different than myself- and that is okay.  As an educator I have the ability to set the tone of my class, and I chose to be different.  Having a tone of integrity and respect in no way makes my classroom more organized, and my test results better.  In fact, from what I have seen, the teachers who adapt the tactic of fear-based learning have less classroom disruptions, and, at times, may have slightly higher test scores, but the students in my class have learned to make good and right choices, not because "I said so," but because it is the right thing to do.  When I am not present in the classroom, they behave honorably.  If a peer is hurt, they respond with kindness.

I have one example that I will never forget.  This year, I had a particularly "rough" bunch of students in one class.  This group was notorious for their violence, misbehavior, and have even been explicitly "hated" by other teachers at the school. One day, while walking back from lunch (which, by the way, this "rough" class is the most quite and organized group that goes out to lunch), a boy in the class bent to tie his shoe, and his pants ripped.  Not ONE student laughed or snickered.  Immediately a student offered to get a coat to help cover him, so that he could walk to the office to get replacement pants.  It is behavior such as that, that is the result of disciplining with dignity.

I set a tone of integrity and respect in my class, and those are skills that the students in my classes will carry within them for the duration of their life.  When they are adults, they may not remember the theme of "The Giver," they may not remember what alliteration is.  They will remember, however, that their middle school ELAR teacher believed that goodness existed in them, and that they were worthy of respect, even though they were younger and less educated.  Great teachers inspire students to believe that they can achieve their dreams in a world where they are witness to over-whelming failure and sadness.  Great teachers teach lessons that can be carried out into the world, and don't simply exist on paper.

Ronald Reagan once said:

"The greatest leader is not necessarily the one who does the greatest things.  He is the one who gets others to do the greatest things."

While I am far from the "greatest" teacher, I have accomplished greatness by teaching students to show grace and compassion, because their teacher showed it first to them.