Cutting Corners - 9 Time & Energy Savers for the Science Lab

Labs are the epitome of science class. They provide meaningful, real-life experiences in a hands-on manner which allows students to dig deeper into the material. They are wonderful learning opportunities for students, but boy are they time consuming for teachers! The prep work to create and set up the lab, buying (sometimes expensive) materials, getting students familiar with the background information and procedure, going over safety precautions, the lab time itself, the review of concepts they should come away with, and lastly clean up can be overwhelming and exhausting. Labs are always 100% worth the effort but they can be a daunting task, especially if you are required to do labs several times a week.

We thought long and hard about how we made lab time work for us, especially when it comes to set up and take down. Below is a list we've come up with that will help you cut corners to save time and energy, but not at the cost of the lab experience itself.

1. Team work: Chances are you collaborate with several other science teachers in the same grade level. Why not plan ahead and come up with several labs each month that ALL of you will do with your classes. Share the responsibility of set up, best practices, and clean up, especially if you have a common lab space.  The team can set up when the first class is ready to experiment and clean up when the last class of the week is done. This setup also allows you to share lab equipment, consumables, and other supplies. If something is expensive, split the cost amongst the lot of you and save some cash.

2. Student helpers: If you have kids you trust and they have a free period or maybe have finished a test early in another class, by all means, ask if they can assist you! Start this process early on in the year and you'll find yourself with a handful of students you can trust to follow your directions implicitly. Maybe they can even arrive to school early to help or stay late to clean up. Better yet, start a science lab or experimentation club and part of their duties is assisting you in the prep work! Kids get great experience learning lab materials and procedures and you save time!

3. Parent assistance:  As middle grades teachers, we are less likely to reach out to the parents of our students to ask for help. We're here to tell you to DO IT! Send out an email blast or newsletter requesting materials, donations, volunteers, and if your school would allow, money to purchase the things you need for your room. You might be surprised by how many responses you get from stay at home parents, working moms and dads, grandparents, and even aunts and uncles who would LOVE to spend a day or class period in your room assisting you, especially if they can see their child in the school environment.  This will really come in handy during dissection days when more than one pair of eyes is essential with all of those sharp instruments!

4. Lab stations to the rescue:  Everyone will tell you that lab stations are a must in the middle school classroom. When designing your classroom layout, envision how you would want labs to flow.  Identify your stations with a number, name or some other moniker that will be easily referred to throughout the year.  Then, think about how students will use the stations:  will students remain at one station, or will they move from station to station?  Will they have multiple microscopes to view at their station, or will they have several slides that they will need to swap out as they progress through the lab?  Will students always be assigned to the same station or rotate?  Whatever you decide, know that you can always switch it up depending on the type of lab you are implementing.  

5. Review labs ahead of time:  Go over safety protocol, materials, procedures and expectations the day before the lab.  At the end of the day's lesson, give your students a quiz.  The purpose of this exercise is threefold:  1) Students will already be prepared for the lab the moment they walk in the door the next day,  2) your lab quizzes will let you know if students are truly prepared for the lab, and 3) your quizzes will serve as a perfect guide for creating your lab group leaders - those students who can help facilitate the lab tomorrow with their peers.  

6. Make it visible:  A great way to make sure your students know what they are supposed to be doing when they walk into the room is to project the lab directions on the board, or if technology isn't available, have a copy of the lab directions at each station.  You can also use your projector in a pinch to find microscope or dissection images on the Internet.  Project them to the front of the room to show students what they need to be looking for, or use them for a virtual teacher-led microscope or dissection lab when supplies are limited.

7. Prep lab materials in advance:  In order to ease the stress of set up, we used to arrive to school early the day of the lab to make sure everything was in order. If this doesn't work out, set aside time at the end of the day to prep so when you walk in the next morning, the room is organized and you're not panicking to get things ready.  One key thing we did for our labs was to make our slides and pre-cut our dissection specimen.  For example, if you're doing the famous "e" lab, make your slides in advance by cutting out your newspaper e's and taping them to a glass or plastic slide with a little piece of scotch tape.  For frog or earthworm dissections, shave some time off of the actual "dissection" portion by making the first few major ventral and transverse incisions in your students' specimens, giving them more time to explore the specimen and make meaningful connections with the material they are learning rather than rushing through the lab to get finished.  

8. Get organized: remember you will probably do this lab again next year. After a lab is completed, don't hurriedly stuff things back into your closet. Take the time to organize your lab closet by topic covered. Take your supplies from each experiment and keep them together in a tub or bin. Label the bin with the name of the lab and even place a folder with your lab handouts in the bin just in case your paper filing system fails you. This way, the following year, your activities are grab and go!

9. Plan for the future:  Once you have a few years of teaching under your belt, you'll hopefully have a general idea of what you want to teach and how you want to teach it. Create a planner or calendar and visualize the topics you would like to cover and activities you would like to do and realistically fit them into your schedule. Once you do this, you can ensure that there are no surprises. Get lab equipment and supplies in advance, send out notes and emails home if you need assistance, and make sure copies are made and materials are ready to go for lab day. 

We hope this list will help keep you on the track to running a smooth and efficient science classroom. Got any other helpful tips? Please comment below and let us know!

Next time we'll tell you a little bit about how we fit lab experiences into shortened or altered class periods and make the most of the small amount of time we have for experimentation in the middle grades!

 

Student Accountability in the Middle School Classroom

My first year in Middle School was T.O.U.G.H. I've talked about my journey some in my classroom management post over on my blog. When it came to student accountability, I had the idea that by removing any responsibility from the students when it came to things like being prepared for class, I would eliminate distractions and encourage them to just pay attention. I told them that I didn't want them to worry about whether or not they had a pencil or paper. I just wanted them to be present in class. Many of my kids were from low income families, so I thought this would show them I cared about them.

Rookie Mistake.

It backfired. BIG TIME. 

Instead of viewing me as someone who cared about them, they viewed me as someone who was a pushover and... quite honestly... stupid. From Day 1 I set the tone that my students were in charge. I was never able to regain control once they realized they had no accountability.

The next year, I knew things needed to change. I became strict, without being mean. My students needed boundaries and expectations and it honestly took me a few years to find a good combination of what worked.

Student Accountability {What Worked For Me}

1. Homework (including projects and makeup work) was due every morning BEFORE T.A. (or homeroom, whichever you call it). I had a cart outside of my room that had a slot for each class. 8th grade was contained on the same floor that was shaped like a circle. Regardless of where there lockers or T.A.'s were located, they had plenty of time and accessibility to walk by my door and drop in their homework. They didn't have to speak to me or even stop. Just drop it in and keep walking. I did this for three reasons. First, it ensured their homework was done AT HOME (or at least on the bus on the way to school) and not at lunch, in T.A., in the hall before my class, etc. Secondly, I had my planning periods during the first block of the day. I was able to check their homework before they even got to my room. I could hand it back, already checked, and go over the skills for that day. Lastly, it sent a message to my students that I was serious about homework. 
2. Pencils - I NEVER lent out pencils to my students. I gave them about two weeks at the beginning of the school year to learn this before I really enforced it. My students were not required to carry textbooks for my class since we had enough for there to be a class set and a set for them to keep home all year. They only had to show up with their binder, pencil and calculator. If they came without a pencil, I would not give them one. They could ask a friend, or find one on the floor from the previous class. At first my students thought I was horrible for this. I explained to them that I wanted them to learn to think. They knew, that every.single.day they would be coming to my room at the exact same time. I wanted them to stop and think before they walked into my room to see if they had everything. After the first few weeks, it worked really well. I rarely had students who were unprepared. 
   
3. Non Disruptive Behavior - Addressing poor behavior in class is tough in middle school. If you are disrespectful to them or call them out in front of the class, they might bite back. They are more worried about saving face than listening to you. If a student was doing something that wasn't disruptive, I would make a note of it and email their parents without telling the student. This did two things - it let the student know that (1) I'm watching and (2) I'm not letting it go. At the end of class, I would say, "Three of you will be getting emails home today." And not tell them who it was. The following days, those three were pretty much spectacular. 
4. Disruptive Behavior - If the behavior causes a disruption, I would move them to a single desk that was directly next to mine and far removed from anyone else. This desk was actually pushed directly up on the wall where my projector screen was. Taking notes from this desk was VERY uncomfortable. Another reason students usually tried to stay out of it. 
5. Cell Phones - I was VERY good at taking cell phones. I would say I caught them a good 90% of the time. Our school policy was to take phones, write a referral and immediately give it to the grade level administrator. I followed this policy EVERY single time. No matter the student. No matter their reason. The teachers who would just tell the students to put the phones away or take them and give them back, were not sending a message. I told my students that they needed to understand that they were in my class to learn. Not check Facebook, not text their mom. To learn. 

Student accountability differs by grade. My 8th graders had all of the expectations as above. They were growing up and could handle all of my rules. They're the ones who needed the strongest rules anyway. My 6th grade intervention students were a little different. They had different needs and were only required to bring a pencil. Since they had no homework, their interactive notebooks simply stayed in my class. I would keep a box of golf pencils on my desk for my intervention students (all grades) to use if they forgot one.

The KEY to Middle School Student accountability is to actually hold them accountable. You want to build relationships with your students and you want to have that mutual respect, but you have to give them a reason to respect you. Many teachers think it's "mean" to require the things I required of my students. But, it worked. My discipline problems were low, my student achievement was high. Whether they thrived on the structure or just finally gave up arguing over the pencils, it worked.

Set Your Expectations High From Day 1

Where do I sit?  Will I like this teacher?  Do I have any friends in this class?  Is this class going to be hard?  Will I have a lot of homework?  These are all questions swimming around in the brain of a middle school student on the first day of school and it is your job to answer these questions and put the insecurities to rest.

Your students need to know a little bit about you and have a chance to bond with their classmates in a fun, relaxed environment because those personal connections and relationships are what will keep the positive momentum and mutual respect going throughout the year.  But, in my opinion, one of the best things you can do during the first week of school is establish very clear, high expectations and be consistent with them.  Students need to know what to expect when they enter your room every day.

During my first year of teaching, a veteran teacher told me "Don't let them see you smile until Christmas."  Not the best advice I've ever received, but I think I understood her intentions (or at least I morphed her advice into an interpretation that worked better for my spunky personality).  Being consistent at the beginning of the school year isn't always fun (for you or your students).  But I promise, if you stick to your high expectations and don't let anything slide in the beginning of the year, those middle school students will know that you are the kind of teacher that is consistent and fair in how you run your classroom and they will grow to appreciate it as the year continues.  Besides... deep down, every child wants to be challenged and needs to grow, although you will rarely catch a middle school student utter those words.  A lot of students come from homes that are lacking in structure, clear expectations, and consistency, so it may be a struggle in the beginning, but you will see the rewards by the end of the year.

The expectations you set as a teacher will greatly influence the success of your students in both your classroom and in their lives.  So why not expect more and raise the bar higher?  Spend some time thinking about some procedures that will occur most often in your classroom (entering the classroom, working in groups or with partners, turning in homework, turning in classwork, turning in tests/quizzes, turning in late work, conducting lab investigations, eating/drinking in class, supplies that are available to students, etc...)  Think of everything you possibly can and make sure you have a plan for each procedure.  These expectations and procedures need to be in place before school starts because they begin on day 1.

Suggested Day 1:

• Greet your students at the door.  Introduce yourself, make sure they are in the right place, and give them an assigned seat.  (For some seating tips and free seat labels, check out this FREEBIE.)  During the first week or so of school I seat my students alphabetically.  It helps me learn names more quickly and makes passing out/collecting all of the paperwork easier.  If I notice any "bad combinations," I can make an easy move, but for the most part I like to keep everything alphabetical.  I think this seating method also sets the tone that the expectation is that you, the teacher, will regulate everything in YOUR classroom.  I have found that if I give middle school students the power, even on something so small, so early in the year, they end up running with it... and eventually thinking they have more control than they actually do.
• Have something for your students to get started on while you continue to greet students at the door.  This could be some basic paperwork (Get to Know You, Facebook profile, Interest Questionnaire, etc...)  or some sort of quick challenge activity like THIS or THIS.  The biggest thing is you don't want a lot of down time.  Down time with middle school students = chaos in the classroom = stress on the teacher = no bueno.
• Introduce yourself to the entire class and tell them a little about your life.  Show pictures, tell a quick story (they LOVE to hear stories about your family, children, and life in general).
• On the first day, briefly let them know about your class, but don't make it the main focal point.  That will come in the next few days.  For now, just go over the big picture (how they will be graded, supplies needed, some basic policies, etc..)  Don't spend more than 5 minutes on it, if you can.  Send home a parent letter or other form of communication that will introduce you to the family and go over your basic classroom guide, like THIS brochure I have my students take home, get signed, return, and glue into their Interactive Notebook.  
• NOTE:  Later in the first week (day 2 or 3) I send home a Parent Letter.  But to help mine stand out from the other 4-6 parent letters that have gone home in every other class, I created a tri-fold brochure.  Check it out HERE.
• Lastly, end with some sort of Get To Know You Whole Class Activity or Team Building Exercise.  I like to do a Back-to-School BINGO activity because it is a chance for students to mingle, get to know each other and myself at the same time.  It isn't too serious and I actually go out of my way to make it fun and goofy.

Suggested Day 2:

• Continue to greet your students at the door on a daily basis.  This is a great time to kindly remind them of your expectations when they enter your room.  I like to use this a time to remind my students to read the Daily Agenda Board, start a warm-up, cut out a foldable, turn in their homework, etc... (depending on the day and what I have scheduled).  Bottom line, always have something for them to start doing upon entering your room.  They need to know that the expectation is that they enter your room and begin to work; not come in, hang out and socialize.  Time is precious and every minute needs to count.  And because these are middle schoolers, you may find yourself "reminding" them (kindly and not so kindly) of your expectations up until December, but you will be the teacher relaxing at the end of the year because your students respect you and know the expectation, while your neighboring teacher may be pulling out his/her hair at the end of the year because their students are out of control by that point.    
• Now, it's time to start getting into the "meat" of it.  How should you start presenting these expectations and procedures to your students?  Over the years I have tried several methods, but my favorite has been the classroom scavenger hunt.  I found it to be most effective because it allows students to walk around the room, finding task cards and checking out the classroom in general.  They work with a partner, so there is a chance to discuss or have some assistance if needed.  And the best part, you ask?  The teacher doesn't do all of the talking!  For several years in a row, I had NO voice by the end of the 3rd or 4th day of school.  I was talking WAY too much and I needed to make a big change.  To check out my Expectations and Procedures Scavenger Hunt, click HERE or to read my blog post about it, click HERE.  

I can't wait to continue sharing ideas on setting high expectations in your classroom.  Just remember:  This is YOUR classroom and your students need to leave you at the end of the year knowing more content, being more confident, and appreciating the growth and successes that they have achieved because of you and your consistently high standards.  No one said teaching was easy...especially in the middle grades!