Writing

Engaging Students with Parts of Speech EduProtocols

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In my last blog post, I shared a story about coaching alongside a third-grade team that includes one of my former 5th-grade students.

Beyond our fun Skippyjon Jones read-aloud moment, my primary focus with this team has been elevating student writing. To help students become stronger, more intentional writers, the team wanted to introduce a classic EduProtocol: Parts of Speech.

To kick things off, I modeled demo lessons in each of their classrooms. By last week, the teachers were ready to take the reins and lead the protocol independently.

From Nervous Energy to Classroom Excitement

While heading over to visit my former student’s classroom, I ran into another third-grade team member. She was equal parts excited and nervous, mentioning she was planning to run her first solo Parts of Speech lesson later that afternoon. I promised to stop by.

When I popped into her room, the magic was already happening.

She was projecting a visual prompt on the display (an image of a sleeping kitten cozy in a blanket) alongside a collaborative word bank grid. The students were completely hooked and actively engaged.

How She Structured the Lesson

Her instructional execution was a textbook example of scaffolded support:

  1. Whole-Group Brainstorming: Together as a class, they generated targeted word banks across four columns based on the image: nouns, adjectives, verbs, adverbs.
  2. Guided Modeling (Sentence #1): She walked the class through constructing the first sentence together on the board, demonstrating how to pull words directly from their generated lists into a coherent, grammatically correct thought.
  3. Independent Application (Sentences #2 & #3): Once the structure was clear, she released the students to craft their own unique sentences for slots two and three, with the requirement that they pull from their shared vocabulary bank and use the parts of speech correctly.

Teacher Insights and Next Steps with Snorkl

The third-grade team is already noticing positive gains. Students are identifying parts of speech much faster, though the team noted that distinguishing between adjectives and adverbs still requires ongoing practice. Because EduProtocols rely on repetition and familiar frameworks, they will continue to refine these concepts in upcoming sessions.

Their next iteration? Tech integration via Snorkl.

The team plans to have students dictate their finished sentences into Snorkl, combining oral language practice, immediate feedback, and sentence construction into one seamless routine.

Seeing teachers move from watching a demo lesson to confidently leading high-engagement writing protocols in their own rooms is what coaching is all about. I’ll keep you posted on how their Snorkl dictation integration goes!

How do you help your students bridge the gap between isolated grammar practice and active sentence writing? Let me know in the comments below!

The Lasting Impressions We Leave

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Living and working in the same community for decades (yikes! Has it really been decades?) is an interesting experience.

When you stay in one school district for as long as I have, “interesting” can quickly turn into “wild,” the good kind of wild. Over the years, I’ve taught hundreds of students. As time has marched on, I’ve started seeing second-generation learners, teaching the children of former students.

Now, in my role as an instructional coach, I get to experience one of the rare, incredible highlights of a long career: coaching/teaching alongside former students who are now district teachers themselves.

A Third-Grade Classroom Reunion

This year, I have the privilege of working with a team of teachers that included one of my former 5th graders.

Part of our lesson routine involved me reading a picture book aloud to her 3rd-grade class right after recess before launching into our lesson. When I walked into her room, she had three picture books laid out on the front board.

Normally, I let the students vote on which book they want to hear. As I scanned the options, my eyes immediately zeroed in on a Skippyjon Jones book; a hilarious, animated series I have loved reading to children for years.

I turned to the class and asked, “Which book should we read today?”

Before the kids could pick, my former student stepped in and said, “Actually, there is a specific book I would like you to read.”

She turned to her 3rd graders and explained that when she was a 5th grader in my class years ago, I used to read to them all the time, and one memory she has was listening to me read Skippyjon Jones. When she was pulling books for my visit, she specifically pulled that title so her students could experience it, too.

So, I dove right into full Skippyjon Jones character mode: silly voices, animated accents, and all. The students loved it, the teacher loved it, and I had an absolute blast.

“You’re My Favorite”

After the story, we transitioned into our scheduled Snorkl lesson. As I walked around the room supporting students with their tasks, I used one of my classic, go-to phrases:

“You’re my favorite.”

Anyone who knows me knows this phrase means both everything and nothing at the same time. I’ll say it to one student, then I’ll walk away, look at the very next student, and say, “You’re my favorite,” too. To me, it simply means: You tried hard, you’re on the right track, and I see you.

As I said it to a few 3rd graders, I heard a giggle from the back of the room. I looked over at my former student and asked, “Do you remember that?”

She smiled and said, “Yep. There are a lot of things I remember.”

Learning Has to Be Fun, Too

Standing in that classroom was a powerful reminder of how teaching works.

Sometimes we get so bogged down in standards, pacing guides, data trackers, and curriculum pilots that we forget a fundamental truth: the things we do and say leave a lasting impression long after the academic content fades.

Decades later, my former student didn’t recall a specific worksheet or a test score from 5th grade. She remembered the silly character voices. She remembered the goofy phrases. She remembered that learning in our classroom was joyful, safe, and fun.

As educators, everything we do leaves a mark. In the end, my hope for all our students is that alongside mastering academics, they carry fond memories of the silly stories, the animated read-alouds, and the playful moments that made them love coming to school.

Because at the end of the day, learning has to be fun, too.

Have you had the opportunity to work with a former student? What was it like?

What are some of the fun and lasting memories you make in your classroom?

Sustainable Daily Math Routines: Engaging Feedback Strategies

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When teachers first see MathReps in action, their biggest question isn’t usually why it works; it’s how to keep it going day after day.

How do you run a daily math routine without burying yourself in a mountain of grading every evening? The secret to sustainability lies in closing the feedback loop immediately during class time. This is true for all EduProtocols.

In John Hattie’s extensive Visible Learning research, feedback ranks among the highest-leverage instructional practices with an effect size between 0.70 and 0.75. Considering Hattie’s 0.40 “hinge point” represents a standard year of academic growth, actionable feedback nearly doubles the rate of student learning. But that research assumes feedback happens when it matters most: in the moment of learning, not two days later on a returned worksheet.

Whether you operate in a high-tech 1:1 digital environment, prefer the simplicity of paper-and-pencil, or use a hybrid approach, MathReps is designed to deliver high-impact feedback without burning you out.

Here are four ways to make MathReps sustainable in your daily routine:

1. The Low-Tech, Low-Stakes Standard: Dry-Erase Sleeves

One of my personal favorite ways to run MathReps is using clear plastic sheet protectors or menu sleeves with dry-erase markers. The fine-tip dry-erase markers work the best.

Slide a printed MathRep template into the sleeve, and students are ready to work. This approach offers two major advantages:

  • Low-Threat Environment: If a student makes a mistake, a quick swipe of an eraser fixes it instantly. The low risk encourages students to try strategies they might hesitate to write down on paper.
  • Real-Time Clipboard Feedback: Because students complete the work in 5 to 10 minutes, you can roam the room with a dry-erase marker, providing that high-effect-size feedback in real time. Misconceptions are addressed on the spot, and mastery is checked off live.

When the time is up, students erase their boards, leaving the template pristine and ready for tomorrow morning; no copying required.

Bonus: place an example on the opposite side of the blank MathRep for students to reference.

2. Paper & Pencil Checks

If you prefer paper, sustainability comes down to shifting when and where grading happens. Instead of collecting papers to grade at your desk, make feedback active.

As students work through their MathRep, walk the room. Spot-check key concepts, stamp completed work, and address misconceptions right at the student’s desk. By the time the 10-minute timer rings, 90% of your feedback has already been delivered face-to-face, eliminating the need to take papers home.

3. Leveraging Tech for Instant Feedback: Snorkl

Student Snorkl screen showing MathReps

If you want to streamline your digital workflow and enhance student explanations, Snorkl is a powerful partner tool for MathReps.

Snorkl provides immediate, automated feedback to students as they record and explain their thinking, hitting Hattie’s feedback sweet spot automatically. Even better, pre-built MathReps templates for Grades K through 5 are already built into the Snorkl library and ready to assign.

The Hybrid Wipebook Workflow: You don’t have to choose strictly between physical and digital. Many teachers have students complete their MathRep on a non-permanent surface, such as a Wipebook (or dry-erase sleeve), take a quick photo of their work, and upload it to Snorkl. Students then record a brief audio explanation of their reasoning over the image. Snorkl provides immediate feedback on their explanation, giving students double the processing power without adding to your evening workload.

4. Small-Group Targeted Interventions (Tier 2)

Sustainability also means using your instructional time efficiently. While the majority of the class works independently or in partners on their daily MathRep, you (or an instructional aide) can pull a small group of students who need targeted support.

Using a foundational or modified MathRep template, you can address specific skill gaps in a small-group setting. Because the format matches what the rest of the class is doing, students receive targeted, high-dosage feedback without feeling isolated or singled out.

Work Smarter, Not Harder

A daily routine is only as good as its longevity. By leveraging immediate feedback – whether through a dry-erase marker while roaming the room or an audio-recording tool like Snorkl – you tap into one of the most powerful learning effects in educational research while keeping your time manageable.

How do you run MathReps in your classroom? Are you team dry-erase sleeve, team paper, or team Snorkl? Let me know in the comments below!

Boost Math Discourse with Math Dash Chats

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Recently, I was chatting with a teacher who is new to her grade level this year. As we talked about successes and challenges, she expressed a strong desire to get her students talking more during math.

Her classroom isn’t part of our district’s current curriculum pilot program, which means she is still relying on our outdated curriculum. As I’ve mentioned in previous posts, our older curriculum lacks built-in opportunities for mathematical discourse.

That’s when I introduced her to Math Dash Chats.

Math Dash Chats are designed as a quick, 5-minute warm-up to get students talking at the very beginning of a math block. She was eager to try it, watched the quick Math Dash Chats video walkthrough, and tested it out with her class for a few days. Shortly after, I stepped into her classroom to model a quick demo lesson.

Inside the Classroom Demo: From “Notice” to High-Level Math

During the demo lesson, the class chose to ‘open (the door) the Graphing prompt for the day.

We started with a simple, low-stakes entry point: “What do you notice?”

That single question launched a rich, student-driven discussion:

  • Students began by identifying the structural elements: the title (Number of Books Read), the data being collected, and how it was displayed along the axes.
  • As student observations deepened, one student noticed that Tuesday had the highest bar.
  • That observation naturally opened the door for a deeper comparison prompt: “How many more books were read on Tuesday than on Monday?”

In less than five minutes, the conversation moved fluidly from basic visual observation to comparative analysis, all driven by the students, with me simply guiding the conversation to ensure key mathematical concepts were highlighted.

Why Math Dash Chats Work: Low Floor, High Ceiling

The philosophy behind Math Dash Chats is simple: continuous, low-stakes exposure to standards through student talk.

Because the prompts are open-ended, or lead to discover discussions, every student can access the conversation regardless of their current skill level:

  • Low Floor: Every student can share an initial observation during a “Notice & Wonder” prompts. Other prompts lead to reminders about things like conversions.
  • High Ceiling: The conversation can easily be pushed toward complex comparisons, justification (Convince Me That), or reasoning (Which One Doesn’t Belong).

By creating a safe, low-risk environment at the start of every math block, students build confidence using academic math language long before they encounter complex problem-solving later in the lesson.

Get Started in Your Classroom

Math Dash Chats are currently available for Grades 2 through 6, featuring 36 weeks of structured, ready-to-use slides per grade level. You can access and copy the entire collection for free in this Google Drive folder. (If you teach a different grade level and would like to see this series expanded, let me know!)

Have you tried Math Dash Chats with your students yet? What kinds of mathematical conversations are popping up in your classroom? Share your experiences in the comments below!

Effective Communication of School District Goals

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Do you know, without a doubt, what your district’s core goals and initiatives are for this school year?

After 31 years in education, I can finally say that I do, and so does every single teacher in our district. That isn’t to say we didn’t have goals in previous years; we certainly did. But like many educators, I was often unclear on what they actually were, or how they were supposed to shape my daily work in the classroom.

Living in California, the beginning of August signals our return to work. Our annual district orientation took place this week. We are also in the midst of some organizational shifts: navigating a potential unification with our local high school district, welcoming a new interim superintendent, and preparing for an upcoming math curriculum pilot.

When our new Interim Superintendent took the mic for her welcoming presentation, she included a single slide that clearly outlined our district focus (three core areas) alongside three manageable initiatives. Many of these build directly on the work we started in the last two years, making the vision feel focused rather than overwhelming.

It was deeply refreshing for me. Just as teachers are expected to post learning targets on the board so students know where they are headed, a district must clearly communicate its target destination to its staff.

Years ago, I had a candid conversation with a former district administrator about this very issue. I remember stating that I didn’t know what our district goals were, and that generic phrases like “raising test scores” didn’t qualify as a real goal in my book; it was far too broad and detached from daily practice. The administrator acknowledged that while goals existed, leadership had done a poor job communicating them. Unfortunately, despite that realization, very little changed in how information was shared – until now.

This year, the shift was as simple as presenting a clear visual slide at a district-wide meeting, followed by immediate action from site leadership. My site administrator took that slide, printed copies, and placed one in every teacher’s mailbox. We didn’t just hear the goals once in a crowded multipurpose room; we were given direct, permanent access to them.

Naturally, a piece of paper on a desk or posted next to a desk can easily get lost in the shuffle of daily classroom life. But knowing the administration, those goals won’t sit forgotten in a folder; they will be referenced, revisited, and integrated into teachers’ work throughout the year.

Will this clear communication actually make a difference? Educational research unequivocally says yes (Hattie). When a district aligns its staff around clear, actionable priorities – like our current focus on a new writing plan and expanding standards-based learning – it builds collective efficacy. We stop operating in isolated silos and start moving in the same direction, equipped with a common language and a shared point of reference.

As we kick off another school year, I’m curious about your experience: Does your district or school have clearly communicated goals this year, or are you still trying to guess the target?

Balancing Summer Break and School Communication

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As July winds down, a familiar shift begins across the country. Teachers are starting to mentally shift toward the new school year, ordering supplies, sketching out classroom setups, or just enjoying those final, precious quiet mornings.

Behind the scenes, though, our school buildings have been humming with activity all summer. A huge shout-out goes to our maintenance and custodial crews who work tirelessly in the heat cleaning, repairing, and prepping facilities. The same goes for our office staff, secretaries, cafeteria teams, and site administrators who are already deep in the logistics of scheduling, hiring, and organizing. It takes a massive, dedicated team to get a school ready to welcome hundreds of students and staff back through the doors.

With all that prep work in full swing, an interesting seasonal observation always pops up right around this time: the arrival of the first Back To School communications.

We all know the essential information needs to go out at some point: when teachers can access their classrooms, bell schedules, dates for initial professional development, and general orientation details. But as I listen to colleagues across various districts, it brings up some interesting questions about the timing, frequency, and psychological impact of summer communication.

How much communication should schools or districts disseminate while staff is still contractually on summer break? And when is the ideal time to hit “send”?

There seem to be two very different approaches out there:

On one hand, you have the “one-and-done” approach: an email sent roughly two weeks prior to the start date containing the foundational, confirmed details teachers need to plan their return. It’s concise, predictable, and respects the remaining days of break.

On the other hand, there is the “real-time stream” approach: communications starting 2 to 2.5 weeks out, rapidly building to multiple emails a day as new details trickle into the office.

Often, these frequent communications include a thoughtful disclaimer from administration: “It’s still summer break, please don’t feel obligated to read or respond to this now!”

While the intent behind that disclaimer is genuinely kind and meant to relieve pressure, it often creates an unintended mental paradox for teachers. If an email lands in your inbox, human nature kicks in. We wonder: If I don’t need to read it, why was it sent now? Is there something urgent I’m missing? What is the unwritten expectation here? Even if we choose not to open it, the notification itself pings our mental workspace, pulling a little piece of our mind out of “recharge mode” and back into work mode.

Furthermore, when information is sent out rapid-fire, it inevitably leads to the dreaded follow-up email: “Correction: Please disregard the previous message regarding…”

Administrators are under immense pressure, often managing shifting district mandates, late staffing changes, and master schedule puzzles right down to the wire. It is completely understandable why the urge exists to share updates the moment they are finalized. But it leaves me wondering:

  • Could taking a step back, waiting a day or two to let information settle and proofreading it before hitting send, prevent the need for corrective follow-ups altogether?
  • Would batching non-urgent updates into a single, scheduled weekly digest give staff the information they need while preserving their peace of mind?
  • Are we utilizing simple tech features, like scheduled send, to ensure emails land during contract hours rather than on a Sunday afternoon or late July evening?

I don’t bring these questions up to point fingers or call anyone out. Building a healthy, communicative school culture is hard work, and administrators are walking a tightrope between keeping people informed and respecting off-contract time.

My hope is simply that we pause to reflect on how our communication strategies land on the receiving end. By slowing down, batching information, and being intentional with our timing, we can ensure that when that first message arrives, it feels like a helpful roadmap for a great year ahead, not an unintended disruption to a well-deserved break.

What are your thoughts? Which approach works best for you?

Making Your August Self Thankful for Your June Self

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We are all there. The countdown calendar is taped to the whiteboard, and we are practically crawling across the finish line. The kids are completely checked out and ready for summer, and we are buried under an avalanche of cumulative records, final grades, report cards, and the physical chaos of packing up a classroom.

Let’s be honest: June me is completely over it. When I’m packing up my room at the end of the year, I don’t care where I throw things. I just want to shove the boxes in the closet, slam the door, and walk out because I am done.

But experience has taught me a hard truth: August me will absolutely despise June me if I just walk away.

No one wants to start a brand-new school year drowned in stress. So, to protect my future sanity, I’ve developed a transition routine that bridges the gap between June exhaustion and August peace of mind.

When the final bell rings, I don’t immediately dive into lesson planning. First, I take a few days entirely off to recharge and decompress from the school year that just wrapped up. For me, that means lounging around the house, sipping hot tea, and getting creative with Zen Doodles out on my patio. I let my brain completely reset.

But before that school-work brain completely disappears for the summer, I lean into just one or two days of light lifting. I take a few essential materials home, ignore them during my doodle-and-tea phase, and then sit down to do some simple, high-yield organizing.

The goal isn’t to plan out the whole year or tax myself during my break. It’s simply to get our most powerful, repeatable classroom routines ready to run on autopilot. If I can get the foundational pieces of our daily MathReps protocol set up now, I won’t have to scramble or think about it during the August rush. It feels a little daunting right now in the thick of June exhaustion, but I know that a few intentional choices today are a massive gift to my future self.

Designing Your Setup: Low-Tech, High-Tech, and the Power of Routine

I know firsthand how transformative MathReps are for students. I’ve seen it in my own work and heard it from teachers across the nation: this protocol is one of the most powerful tools we have for bridging conceptual gaps and actively combating the forgetting curve. Because it is such a high-leverage routine, my goal each June isn’t just to keep it in place, but to reflect on how I can refine and improve it for the upcoming year.

When you sit down to start MathReps, the very first step is a moment of reflection. Ask yourself: What do I want my students to start with?

To ease students into the routine without overwhelming them, my best bet is usually to start with content from the previous grade level. This lowers the initial barrier, allowing students to master the routine’s format using math they already feel confident in.

As you map this out, you also have to consider your incoming class and choose the right media blend for your launch. I highly recommend a tiered progression that moves from low-tech to high-tech as the class builds confidence:

  1. The Paper-and-Pencil Launch: Start the first few days with traditional paper-and-pencil. This allows you to establish a clear, physical baseline and creates a paper trail of exactly what your new students know right out of the gate.
  2. The Plastic Sleeve Transition: Once the baseline is set, transition to the reusable, cost-effective method. Slide your preferred MathRep templates into heavy-duty plastic sheet protectors. Students love dry-erase markers because they lower anxiety, and mistakes can be wiped away in a second. For you, it provides a quick, physical pulse-check as you scan a room full of raised boards.
  3. The Snorkl Digital Integration: While you are prepping your physical sleeves, you can simultaneously prep your digital bridge. Take a look through Snorkl’s pre-built MathReps library to find the exact matching MathRep for your grade level. Grab those digital links now and drop them straight into your summer notes, digital planner, or lesson plans.

By taking the time in June to select your templates, print your initial packs, and organize your digital links, you’ve already won half the battle. When August arrives, you won’t be scrambling to figure out your math block. Your materials will be on your desk, ready to protect both your sanity and your students’.

The Transition, the Tech, and the Ultimate Goal

Once you have completed your June tasks and have your materials ready, you have a blueprint for August. But as you look at those plastic sleeves and digital links, you might wonder: How do I actually roll this out?

You don’t have to do everything at once. My best bet is always to start with that 1–2-week low-tech buffer using the plastic sleeves. This allows students to build the raw muscle memory of the MathRep routine without the added variable of a digital screen. They learn the layout, get comfortable with the pacing, and enjoy the process.

Once that routine is completely locked in, you can choose to introduce the tech. Because you are using the exact same MathRep templates they mastered in the sleeves, the cognitive load is low. The math is identical; only the medium changes.

Now, depending on your class, you might choose to start right on Snorkl for new MathRep later in the year, because the routine’s structure is already second nature. For younger grades, you might choose to stay non-digital much longer.

And honestly? As a coach, I will tell you that whatever you choose, make it consistent and manageable for you.

Tech or no tech is not the point. Is tech necessary? No. What matters is the pedagogy: Are your students getting immediate feedback, and is the routine sustainable for you? Each teacher needs to make it work for them and their students.

While plastic sleeves are incredible for a quick physical pulse-check as you scan the room, we are only human. We can’t catch every misconception in a room of thirty kids. That’s why I love to show teachers how a tool like Snorkl can take a routine we already love to the next level. The digital dashboard doesn’t replace you; it multiplies you. It captures and highlights the student audio explanations, making it easier to see exactly who needs your help. It can make a teacher’s life easier, but you are the driver.

The Last Gift to Yourself

When you walk out of your classroom this June, slam that door, and head out to the patio for some tea and doodles, you can do so with a clear head. You don’t need to plan the whole year. Just pick your template, set up your progression, and organize your links. Your August self will thank you for the boundaries you set, the rest you took, and the simple routines you put on autopilot.

15-Day Routine for Math Test Confidence

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In the sports world, athletes don’t spend the week before a championship learning new plays. They spend it “polishing”, perfecting their form, sharpening their reaction time, and ensuring their fundamentals are second nature. However, as a lifelong Detroit Lions fan, I’m not sure this analogy is always accurate. While I love my Lions, there have been plenty of games where it looked like they just learned the plays in the huddle! But all joking aside, as educators, we are preparing our students for life skills, not just a state test.

The Problem: The “Skill Blur”

When students are sitting at a computer, facing math problems one after another, cognitive overload is a real threat. The “how and when” of the four operations can easily get jumbled with fraction rules, and suddenly, all that geometry vocabulary becomes one big ole mess in their heads. This can be frustrating for both students and teachers.

It’s not that they didn’t learn the material; it’s that the retrieval is getting blocked by the sheer volume of information and tasks that need to be completed.

The Solution: MathReps as a Tactical Warm-Up

MathReps lower the affective filter by repeatedly practicing these core skills. I remember a year when my students didn’t just “do a unit” on decimals; we consistently spiraled decimal practice into our MathReps alongside other skills.

Because it was part of their regular routine, when they eventually faced a screen with decimal problems and tasks at the end of the year, they didn’t panic. The decimal didn’t throw them because it wasn’t a “guest star” in the curriculum; it was a familiar friend. By using MathReps as a 10-minute daily “Tactical Warm-Up,” we help students:

  1. Filter out the Format: They’ve seen the area model and the number line hundreds of times. The “test screen” is just another canvas for their existing skills.
  2. Sharpen the Fundamentals: We move from “manual labor” math to automaticity.

The 15-Day “Polishing” Routine

If you have 15 days left before the test, don’t reach for a packet. Reach for a Routine or EduProtocol.

  • The Selection: Pick the MathRep that addresses the skill your students find the weakest. If they are tripping over the arithmetic, use an Operations Frame (like the giraffe example below).
  • The Routine: Use the same MathRep at the beginning of your math period for at least one week. Consistency beats variety here. On Day 1, they are reacquainting themselves with the procedures; by Day 5, they are mastering the logic.
  • The Pivot: After 5 days, if you’re feeling good, move to another high-leverage frame. Or, cycle back to a different MathRep you used earlier in the year to keep those older skills from getting lost in the sauce.

The Bottom Line

We aren’t “cramming” for a test; we are clearing the fog. When we polish these skills through MathReps, we give students the confidence to show what they actually know, rather than getting lost in the “mess” of a testing interface and the information overload that bogs them down.

Snorkl + MathReps = Powerful Learning Moments

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I’m sure I’ve mentioned Snorkl before, but it’s worth sharing again, especially because MathReps are part of the platform!

If you haven’t explored it yet, Snorkl is an AI-powered feedback tool that provides students with meaningful and personalized responses to their work. Teachers can create their own assignments or choose from Snorkl’s library of ready-to-go activities. These activities span all grade levels and subject areas – from kindergarten through high school – and include math, ELD, science, history, and language arts.

When a student completes an assignment, Snorkl analyzes their work based on the rubric (which it can even create for you!) and provides feedback and a score. It doesn’t provide answers, but instead encourages students to think deeper and revise their work.

A few reasons I ❤️ Snorkl:

  • It’s simple (not loaded with bells and whistles) and intuitive for both teachers and students.
  • Teachers can start from scratch or choose from a library of quality tasks.
  • Feedback can be provided in multiple languages, but teachers always see it in English.
  • Directions and feedback can be read aloud, making them perfect for young learners or multilingual students. (And it doesn’t sound robotic!)

Snorkl in Action: A Classroom Story

Recently, I had the opportunity to visit a 3rd-grade class to help them get started with Snorkl. (Total aside, but the teacher—Erin Daines—is one of the most naturally gifted educators I’ve ever met. I always learn something new in her classroom!)

On the first visit, we started simple with a fun activity from the Snorkl Library: “Introduce yourself and draw a picture of something you like.”

It was a low-stakes way for students to explore some of the whiteboard tools—pen, highlighter, shapes, and lines and get comfortable with the platform. We set it up so they could view and comment on one another’s work, and the engagement was instant. The room was buzzing with creativity and laughter.

When I returned the next week, we took things a step further. We made the next assignment collaborative, which meant students appeared under playful names, such as Zany Zebra or Curious Coyote. This anonymity helped students focus on ideas instead of popularity, something I really appreciate.

We started with a Would You Rather prompt: “Would you rather have a caramel apple or a slice of pumpkin pie?”

Students had to choose one and explain why. One student chose “neither” and explained his reasoning. Snorkl acknowledged his logic but scored it lower and challenged him to pick one, since the task was to make a choice, an excellent learning moment in a safe environment.

Then came the highlight: a 3rd Grade MathReps addition activity in Snorkl!

Students completed the task, then recorded their explanations to show their thinking. We know that when students can explain a process, their understanding deepens. Snorkl provided instant, helpful feedback that supported this reflection.

The best part? When students didn’t earn a 4/4, they wanted to improve. They read or listened to the feedback and tried again: some two or three times! The combination of MathReps and Snorkl fostered perseverance, reflection, and a sense of pride in learning. It was so exciting to witness.

Try MathReps in Snorkl!

Yes, MathReps are live in Snorkl—you’ll find them under the EduProtocols section. Currently, activities are available for grades K–4, with additional 4th-grade content and upper-grade levels forthcoming.

If you’d like to beta test upcoming MathReps in Snorkl, I’d love to have you join in! Just reach out and let me know.

So go ahead—try a MathRep in Snorkl. Let your students explore, explain, and shine.

Death by Laminator: A Cautionary Tale

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There I was, in the staff lounge, ready to take on a brand-new school year. The 3rd-grade teachers were gathered in a semi-circle, swapping stories and laughing about their summer and getting ready for the new school year. I, meanwhile, was at the laminating machine — fully impressed that we had the good stuff this year. You know… the thick laminating plastic. Premium.

I was happily feeding in Clever Badges for the Kinder and 1st grade teachers, feeling oddly proud of my laminating skills, when suddenly… I felt it.

The pull.

Not an emotional pull. Not the pull of destiny.
A literal pull — from the laminator.

At first, I thought, “That’s weird.” Then I tried to step back and realized… I was stuck. In. The. Laminator.

That’s right. I almost died by laminator.

What’s left of my dignity, laminated for all eternity.
What’s left of my dignity, laminated for all eternity.

I squeaked out a panicked little “Ahhh!” and the entire 3rd grade team leapt into action like a squad of heroes in a very low-budget action film. Turns out, my lanyard — with my keys and name badge — had been sucked straight into the machine.

We slammed the stop button.
We breathed a sigh of relief.
And then… wave two of panic hit me.

My keys were lodged between the rollers. If you know anything about laminators (and honestly, who does until disaster strikes?), you know that messing with the rollers is basically laminator homicide. I did not want that on my record.

This is when I remembered the genius of my breakaway lanyard. I unclicked it, freed myself from the beast, and began the slow, shame-filled walk to the office. Head hung low.

Now, it’s the beginning of the school year, which means the secretary is juggling about 47 fires at once. I very gently asked for her help. She looked at me and said, “You didn’t break it, did you?”

Inside, I was thinking, Goodness, I hope not… because I like having friends here. I also like the secretary.

Could I have tried to fish out the keys myself? Sure. But that would have almost guaranteed turning a mildly embarrassing story into a full-on “Lisa killed the laminator” legend. And listen — school secretaries are magical. They can fix nearly anything. Copier jam? Fixed. Wi-Fi down? Fixed. Laminator holding your keys hostage? Also fixed.

She followed me in, took one look at the situation, then at me, and asked, “What in the world did you do?” Then she freed my keys — which, fun fact, were now scorching hot.

Lessons learned:

  1. Always watch your lanyard.
  2. Know when to call for backup.
  3. If we get a safety video on “proper laminator use” next year, my bad.

Oh — and when I didn’t return to my room (which I share with two other coaches), one of them came looking for me. She found out what happened and laughed so hard she was crying, and I’m pretty sure she needed a minute to breathe.

And that’s how I started my school year: by nearly becoming a cautionary tale in the staff handbook. Hopefully, yours was or will be better than mine.