Today I rapped for my 6th graders.
We were discussing literary devices, they have flashcards and such. So I would say the definition, someone would tell me the word, and someone else would give an example.
We got to Alliteration.
So I did the whole “She sells seashells by the shore, she surely shows the shells she sells, and she shows the shells she sells – the shore shells that she sells.”
And they stop, and look at me. “Wow Ms. F… how did you do that?!”
“You know, if you ever want to be good at rapping, you need to work on alliterative diction. Being able to say the words quickly and clearly is important.”
… class pauses.. “Can you rap Ms. F?”
… I pause. “If you are very good, I will do so at the end of the class.”
They were. So I did the bit from Satisfied.. “So this is what it feels like…” etc.
There was complete silence for a moment.
Then they BURST into applause, and I was cemented as the coolest substitute in the land. Huzzah.
The “if you’re very good, I’ll do (wacky, unexpected thing) at the end of class” is definitely the tactical nuke of subbing. Boredom is the implacable foe of every student. Give them a chance for a break in the monotony and they’ll do wonders.
My go-to was juggling, though in desperation I once promised, and then delivered, Pee Wee’s “big shoe” dance to “Tequila” from the biker bar scene. From then on kids asked for it whenever I subbed at that school.
Reposted from http://ift.tt/1Qtj2oR.
Tags: subbing.
