My students are an amazing group of creative, clever, and hopeful personalities! I strive to help students recognize these traits (even the reluctant learners!) and often design activities around harnessing and developing these important traits as part of a well-rounded curriculum. As an example, while covering units of measure, my students learned a rhyme to help them remember the skill; while learning the rhyme, several students came up with their own version of the rhyme and, for the rest of the year, multiple students would begin reciting the rhyme whenever the standard was encountered, and always with a smile!
As a teacher in a Title I school serving a diverse group of students and families, I am regularly amazed at the talent and drive for success my students demonstrate on a regular basis.
My Project
I love Escape Rooms and recently participated in a professional development session where we learned to create interactive activities called "breakouts". Breakouts teach teamwork, critical thinking, problem solving, and troubleshooting by presenting students with challenges that ignite their natural drive to problem-solve. It was fun, engaging, and challenging, and I knew right away that I wanted to utilize this in my own classroom.
Breakout activities are not only fun and engaging, but they teach students about grit, accountability, and perseverance.
These are valuable qualities that all students need in order to be successful in the classroom and the real world. My students need new opportunities to fine-tune these twenty-first century skills, and one way to do that is through breakout activities.
Additionally, these breakout activities are adaptable and can be easily differentiated to meet the needs of my kiddos. There are so many additional opportunities available once the materials for this kit are funded.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Chen and reviewed by the DonorsChoose team.
