#teaching activity

[teachingtranshistory]

Teaching Activity: Introduction to Trans History

Often a barrier to including transgender figures and history in our classrooms is not knowing how to start as an educator coupled with the fear that our students won’t know how to react with this new material. This teaching activity is meant to facilitate some of those fears and barriers of teaching trans folks and history.

This teaching activity is a short crossword puzzle with some notable trans figures and events crucial to teaching transgender histories. This crossword is meant to be the introduction to a new unit on trans history. It gives students the opportunity to familiarize themselves with some of the language, history, and people you will be speaking about in the unit. Additionally, it provides students the opportunity to gain comfort in using the Internet as a mode of research, hopefully also gaining comfort and confidence in researching transgender people and issues.

INSTRUCTIONS

Introduce the assignment as the opportunity to learn more about a group of people often left out of history books. This assignment is meant to serve as an introduction to some of the things we’ll be learning about in our new unit. Hopefully on top of learning more about this group of people, we will also learn how to better use the Internet to find answers to our questions.

Be sure to include language about how this is a group of people who are often the butt of jokes and subject to unfair and unequal treatment and how in this classroom we will treat this group and each other with respect. This would be a good place to establish classroom norms like “assume best intent” and “impact over intent”. If the school has a non-discrimination policy, please remind students of said policy.

If possible, include language about how trans and transgender is the preferred group terms and how other terms you may have heard can be disrespectful and hurtful so please refrain from using them (including terms like tranny, transsexual, she-male, etc.). 

Before passing out copies of the crossword, write down some places that students might find answers like Google, Wikipedia, and A Gender Variance Who’s Who. Additionally ask students to jot down anything interesting they find about what they search for a larger class share out at the end.

Pass out crossword and set a timer for 10 minutes (feel free to shorten if you notice students are finishing sooner).

As a class, share out the answers to each question and if anybody found anything interesting about what they searched now would be a great time to have them share it out to the class.

After the activity is over, thank the students for such great work investigating and sharing out. Thank them for being respectful and willing to learn about this community together. After this you can go on to introduce the unit, what you’ll be learning about specifically, timeline of unit, and any other important information.

Crossword puzzle can be found here!

Answers to the crossword puzzle can be

found here

!

[lindsayannlearning-blog]

Read about a powerful goal-setting activity for teachers (and students) to help kick-start 2017!

[tejajimna]

Teaching Activity Newfashioned Class Room.

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[parcelling-yacht-parties-b]

Disciplinary Activity In Class Room.

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[drknotty]

Bring a wrong answer to math class day

Although there are "wrong answers" in mathematics, the focus for struggling students should not be on perfection. Getting students comfortable with the idea of maybe being wrong -- including making guesses and seeing where those guesses lead -- is important. When I taught 8th grade, I had a day where the homework was to bring a wrong answer in. This was great fun for the students. We talked about how we could make some of the answers right, which led another student to point out that wouldn't a right answer be most wrong of all for the assignment? And we were able to talk about what having the "right" answer means. About first thinking about the problem -- what information is provided? what information is asked for? what tools do we have that we can use? -- before jumping in. About how to know if our answer is unreasonable. And about how often the math pros just don't know the answer, which is okay. It didn't magically cure everyone's anxiety about math, but it did lead to more students volunteering answers, taking risks, and saying "I don't understand this" without shame.

[wiseinwv]

"Coming Out" Stars Activity

Materials Needed:  Blue, Purple, Red, and Orange paper stars; pen/pencils for each participant 

Length of time: About 20 minutes, depending on size of group

Size of group: Any

Directions:  

Let each person pick either a BLUE, ORANGE, RED, or PURPLE star and then read the following to them: Imagine that this star represents your world, with you in the center and those things or people most important to you at each point of the star. So we’ll begin by writing your name in the center of the star, making it your very own star! Then, pick a side of the star to begin with. Chose a friend who is very close to you. Someone you care about very much. A best friend or a close friend, it doesn’t matter. Write their name on this side of the star. Next, think of a community that you belong to. It could be a religious community, your neighborhood, a fraternity or sorority, or just a group of friends. Take the name of this group that you are a part of and write it on the next side of the star moving clockwise. Now, think of a specific family member. Someone that you have always turned to for advice or maybe who knows how to cheer you up when you’re sad. A mother, father, aunt, or uncle… any family member who has made a large impact in your life. Please write their name on the next side of the star. What job would you most like to have? It could be anything from president to dentist. Whatever your career aspiration is, write it on the next side. Lastly, what are some of your hopes and dreams? Maybe you want to be a millionaire, maybe you want the perfect family. Think of a few of your hopes and dreams and write them on the last side of your star. Have everyone stand up in a circle. Explain that each person is now gay or lesbian and each are about to begin their coming out process. Tell them that they cannot talk for the rest of this activity. You decide that it will be easiest to tell your friends first, since they have always been there for you in the past and you feel they need to know.

• If you have a BLUE star, your friend has no problem with it. They have suspected it for some time now and thank you for being honest with them. Luckily, they act no different toward you and accept you for who you are.

• If you have a ORANGE or PURPLE star, your friends are kind of hesitant. They are a little irritated that you have waited so long to tell them, but you are confident that soon they will understand that being gay or lesbian is just a part of who you are … you just need to give them some time. Please fold back this side of your star.

• If you have a RED star, you are met with anger and disgust. This friend who has been by your side in the past tells you that being gay or lesbian is wrong and they can’t associate with anyone like that. If you have a red star, please tear off this side and drop it to the ground, this friend is no longer a part of your life. With most of you having such good luck with your friends, you decide that your family probably deserves to know. So, you turn to your closest family member first so that it will be a little easier.

• If you have a PURPLE star, the conversation does not go exactly how you planned. Several questions are asked as to how this could have happened, but after some lengthy discussion this person who is close to you seems a little more at ease with it. Fold this side of your star back, as they will be an ally, but only with time.

• If you have a BLUE star, you are embraced by this family member. They are proud that you have decided to come out and let you know that they will always be there to support you.

• If you have a ORANGE or RED star, your family member rejects the thought of being related to a person who is gay or lesbian. Much like some of your friends, they are disgusted and some of you are thrown out of your house or even disowned. You are now part of the 42% homeless youth who identify as gay or lesbian. If you have a orange or red star, please tear off this side and drop it to the ground. Having told your friends and family, the wheels have stared to turn and soon members of your community begin to become aware of your sexual orientation.

• If you have a PURPLE or BLUE star, your sexual orientation is accepted by your community. They continue to embrace you like anyone else and together you celebrate the growing diversity in your community.

• If you have a ORANGE star, you are met with a mixed response. Some accept you and some don’t know what to think. You remain a part of the community, and with time, will fit in as you once did. If you have a orange star, please fold back this side.

• If you have a RED star, your community reacts with hatred. They tell you that someone like you doesn’t belong in their community. Those who had supported you in your times of need no longer speak to you or acknowledge you. If you have a red star, tear this side off and drop it to the ground. You have heard that rumors have started circulating at work regarding your sexual orientation. In the past, you have made it a point to confront these rumors as soon as they began, but now you’re not sure if that will do more harm than good. But, unfortunately, you don’t have the chance.

• If you have a BLUE star, your coworkers begin to approach you and let you know that they have heard the rumors and that they don’t care, they will support you. Your bosses react the same way letting you know that you do good work and that’s all that matters.

• If you have a PURPLE star, your workplace has become quite interesting. Everyone seems to think that you are gay or lesbian, even though you haven’t mentioned it to anyone or confirmed any of the rumors. Some people speak to you less, but the environment has not seemed to change too drastically. If you have a purple star, please fold back this side.

• If you have a RED or ORANGE star, you continue to work as though nothing is happening, ignoring the rumors that have spread throughout your workplace. One day, you come in to find that your office has been packed up. You are called into your boss’ office and she explains that you are being fired. When you ask why, she tells you that lately your work has been less than satisfactory and that she had to make some cutbacks in your area. If you have a red or orange star, please tear off this side and drop it to the ground. Now … your future lies ahead of you as a gay man or lesbian. Your hopes and dreams, your wishes for the perfect life … for some of you these are all that remain.

• If you have a PURPLE, BLUE, or ORANGE star, these hopes and dreams are what keep you going. Most of you have been met with some sort of rejection since beginning your coming out process, but you have managed to continue to live a happy and healthy life. Your personal hopes and dreams become a reality.

• If you have a RED star, you fall into despair. You have been met with rejection after rejection and you find it impossible to accomplish your lifelong goals without the support and love of your friends and family. You become depressed and with nowhere else to turn, many of you begin to abuse drugs and alcohol. Eventually, you feel that your life is no longer worth living. If you have a red star, please tear it up and drop the pieces to the ground. You are now part of the 40% of suicide victims who are gay or lesbian.

[lineassembly]

Teaching Activity: Musical Corpse Chairs—A Mardi Gras Celebration

All ages: 60-90 minutes

Materials: Computer (or other way of playing music), masks, desks, paper, and pencils

This is a great generative lesson that will introduce students to Mardi Gras if they are unfamiliar with it, or send your class into Mardi Gras break happy and excited if they live in an area that celebrates it. Students can bring their own masks, or the facilitator can provide them. For part two, desks should be arranged as an outward-facing circle.

Instructions:

Part 1: Solo

*Open the activity with a short introduction to the Mardi Gras holiday and history. Lead the students in discussion.

Bonus: Bring in traditional Mardi Gras fare like King Cake.

Then students create a list of words commonly associated with Mardi Gras and write the words on the board.

**Students write short Mardi Gras poems with the following constraints:

If they are just learning about Mardi Gras, they must include one of the words on the board in each line.

If they are familiar with Mardi Gras, they may not use any of the words on the board.

Give students who wish to, some time share their poems.

*If your students are already familiar with Mardi Gras, feel free to skip step 1.

** Alternatively, step 3 could be homework.

Part 2: Collaborative

Before you begin part 2, describe the entire activity and have the students jot down some predictions about the poems they are about to write.

Choose one volunteer. This student will be the first DJ. Have this student stand and remove their chair/desk from the circle.

Pass out a blank sheet of paper and have students write their favorite line from their Mardi Gras poem at the top. This is the title of a new collaborative poem that they are about to create with the class.

Have them pass this poem to the person sitting to their left.

Have each student write the first line of the poem they just received.

Have students fold the paper so that only the first line is visible.

Now have all the students stand and don their masks.

Turn off/down the lights.

Instruct the students that they are about to play musical chairs: Review the directions if necessary. Let them know that while they are circling the chairs, dancing will be required.

Have the DJ choose and start a song. Then have the DJ join the other students. (This is crucial, otherwise there will be enough chairs for everyone.)

The students dance as they proceed around the circle. If they are hesitant about dancing, you should let loose first. Even if they aren’t shy about dancing, it will be more fun for everyone if you get into it, too.

Whenever you choose, stop the music.

Everyone scrambles for a seat. The odd person out becomes the DJ for the next round. Have them come choose a song while the seated students write.

Turn the lights back on. The seated students write the next line of the poem, having only the previous line visible.

Then they fold the paper back so that only the line they wrote is visible.

Turn the lights off and repeat the process. Continue until you have 15-20 minutes of class left. Be sure to let students know when they are writing the final line.

Once you’ve finished, turn the circle inward and have the students share the resulting poems. Then discuss. The final odd-person-out won’t have a poem to share, but can open the discussion. If discussion slows, some of the following questions can keep it going:

How did these poems compare/contrast with the solo poems?

How did the poems compare to your predictions? Were any of your predictions spot on? Any surprises?

The same group of students is responsible for writing all of these poems, so we could have expected them to sound very similar. How do they actually compare to one another?

As a writer, how did the line you could see influence the line you wrote?

How did knowing that you couldn’t see the whole poem influence the line you wrote?

Did you do anything to intentionally influence the next writer? What?

What effects did the juxtaposition of lines with different voices/tones/styles produce?

What kinds of things delighted you about these poems?

What frustrated you?

What did you think about the process?

Would you consider these to be “collaborative” poems? Why or why not?

Etc.

I’ve tried this lesson with two groups of students, both in Southern Louisiana right before Mardi Gras break: one group was in middle school, and the others were undergrads. Both classes were extremely successful. In the discussion, the students revealed that the resulting poems challenged their assumptions about what poems can and can’t do. Students were especially surprised by how much the poems seemed to “flow” despite the wild twists and turns they took. Going forward, my students were willing to take more chances in their solo efforts.

Dancing and playing a kids' game all together was also a great bonding experience, helping to forge a more trusting classroom community where the students were willing to be vulnerable in their work and in discussion. I think wearing masks and turning off the lights are both crucial to encouraging students to be a little more uninhibited in the activity: a feeling that carries over to future classes and assignments. In end-of-year reviews, many students cited this as their favorite activity of the semester.  —Ben Pelhan