Free Printable: Weekly To Do List

I was tired of using random pieces of paper, so I created a simple and functional weekly “To Do” list.  I hope it’s useful for you. Enjoy. 🙂


Simply click the preview of the template or the download link below.

5 Simple Rules for iPads in My Classroom

Between a combination of iPad2s and iPad minis, my classroom finally has a 1-to-1 iPad ratio. I am beyond ecstatic, but to whom much is given much is required. While I am worried about the well being and upkeep of $10,000 worth of iPads in my classroom, I try to keep the rules for their use as simple as possible for my early college high school students. 

I have used iPads in the classroom for less than a year, but was unable to find blogs or websites that listed student friendly iPad rules. Most of what I found were rollout manuals with lengthy dos and don’ts. So if you’re new to using iPads in the classroom as well, I thought I’d share my (5) basic rules that I use with my early college high school students.

The goal of my iPad rules were to keep them easy to remember and as student friendly as possible. Please let me know what you think of these rules and feel free to share the rules you use in the classroom with your students. I’d love to tweak my current rules for next school year. [Yes, I am already thinking about and planning for next school year! Lol! :-)]




A few weeks ago, I  shared with you the importance of having “Real World” talks with your students. Here is the hyperlink, if you would like to read part one of Why You Need To Have Real World Talks With Your Kids.

If you have already read the first part, here is the process for setting up your own “Real World” talks with your students.

“Real World” Talks (The Process)

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  • Slips of paper or Post-it notes (*Although I tend to use Post-it notes, I recommend slips of paper because Post-it notes are expensive.)
  • A large container. (I prefer a bowl or shoe box.)
  • Timer
  • One clear topic to discuss.
  • 15-20 minutes (for the first “Real World” talk. After the initial one, you can limit “Real World” talks to 5-10 minutes a session.


  • Have students pick up slips of paper at the beginning of class.
  • Explain the “Real World” talks process, i.e. your norms, expectations, time limits, and purpose. 
  • Briefly explain the general topic that you would like to discuss with your class. 
  • Give students 2-5 minutes to write out at least one question on the topic. Please adjust your time to make it appropriate for your students. It is easier to add time than take it away, so I would start with the smallest amount and add if necessary. Your first talk will likely take the longest to set up.
  • Have a set designation for the bowl in direct eye sight, so that students can deposit their questions.
  • Select a question out of the bowl and preview it for appropriateness. Then answer it as honestly as you can. You don’t need to be a know it all. If there is a question I am unsure of how to answer, I say so. I  ask for clarification and then I either promise to research it or give the question (as appropriate) as an extra credit opportunity for the class and we discuss it later. 
  • This is mostly a question and answer kind of process that lends itself towards personal narrative.  The storytelling element usually evolves into a discussion. I make sure to invite students to ask clarifying questions to learn more or to redirect me if I am misunderstanding the intent of their questions. The goal is to make the talk lively, fun, and informative.

Tips for Success:

  • Students of all ages can benefit from a “Real World” talk. It’s a matter of adapting the talk to your students by carefully selecting the topic, making sure the proper scaffolding is in place where it will be successful, and making the topic age/cognitivity appropriate.
  • Teach your students how to write clear questions and appropriate questions. I recommend modeling this and showcasing questions that are effectively written. Understanding how to to write clear questions will minimize confusion in your response, reduce the time needed to start the activity, and prevent disruptive 
  • Have the slips of paper at the door waiting for students to pick one up, so that you do not need to take extra time to pass them out.
  • The first “Real World” talks will take the longest because establishing the rapport, process, and expectations.
  • Wait a few weeks into the school year so that rapport is properly developed with your students.
  • Set a specific time limit on how long your “Real World” talks will last. 
  • Have students write their name on the bottom of the slip of paper or sticky note that they used. This is used for clarity, accountability, and classroom discipline purposes. If you misunderstand the question, you can ask the student author to clarify what they mean. Use of the question writer’s identity also helps deter students from writing inappropriate questions that may disrupt the class and not taking the discussion seriously.
  • I know you may be tempted to skip the paper slips and bowl, but I do not recommend it. These are the kinds of talks when I want all my students to ask the questions they are often to afraid to ask. While there are times, I want students to tough it out and speak out, this is not that kind of session. Since these talks deal with “real life” and some students may be too shy to ask a question out loud, the fish bowl technique ensures that their question receives an answer with a certain level of anonymity. 
  • After modeling the first “Real World” talks, you can ask students to bring a written out question for the talk as a homework assignment. This will help you save time with starting the talk.
  • During the “Real World” talks, I discretely share my successes and failures during my schooling process. These kinds of talks are not about being Mr. or Ms. Perfect; students need you to be “real” about your schooling experience. Transparency is important. However, please use discretion in what you share with your students.
  • You can adapt “Real World” talks for many age groups. Possible topics could include:
    • How to succeed in middle school, high school, or college.
    • How do you select a college?
    • How to receive a scholarship.
    • How to pick the best first job.
  • Once you have the “Real World” talks working well in your classroom, you could adapt this process to use with guest speakers or even build a panel for a topic your class would like to discuss. 

Example from My Classroom:

My terrorists (also known as my seniors) graduated high school as few weeks ago and here are a few questions they asked about transitioning from high school to college.

  • What is your best advice for college?
  • How do you eat for cheap on campus?
  • Is college easier than this class?
  • Is it easier to have a job and go to school or just to go to school?
  • What is a good price for an apartment?
  • Is it better to live on campus or off campus?
  • How do you buy a house?
  • How do you learn to balance time between school and work?
  • How should you manage your money?
  • Is it better to work on campus or off?


Please let me know what you think of this idea. Is this something you would use in your classroom? If so, how would you tweak “Real World” talks for your classroom? 

Happy talking! 🙂


Why You Need to Have Real World Talks with Your Kids (Part I)

Are you talking with your kids?  No, not your children at home–though I would hope you’re having these kinds of conversations with them as well. However, I want to know if you’re having conversations with your students? And by conversations, I mean are you discussing topics and real life situations that your students may encounter beyond the state/district mandated curriculum?



I teach 11th and 12th grade at a public high school and I know the difficulty of trying to find time for one more thing on an already overcrowded agenda. However, having “real world” talks are something every secondary teacher should have in their classroom.

I don’t know about you, but more than 90% percent of my students will be first generation college attendees. And quite frankly, they are not having the necessary conversations they need in preparation for college and careers at home or school. 1 If it’s anything like my school, each counselor has a student load of more than 400+ students to work with and  there is only one dedicated college/career counselor for nearly 900 students. In competition with family crises, academic scheduling, academic testing, and a whole host of socio/emotional problems, one-on-one college counseling often takes a back seat despite the best of efforts. On the other hand, however, these “real world” conversations often do not occur at home because many parents of first generation college students simply cannot discuss experiences they have not had. 

Before I continue further, let me first define “real world” talks. “Real world” talks are about college, careers, and practical skills like organization and basic money management. “Real world” talks are not about politics, religion, sexuality, or any other topic that could potentially veer into an inappropriate zone. In many ways, “real world” talks are about you sharing your knowledge and experiences with college, career, and life with your students. You don’t have to be an expert. Sometimes, tactfully sharing your mistakes can be as useful for students to know as your successes.

For many first generation college students, graduating college seems like a fairy tale ambition. For as long as they can remember, their parents and teachers have told them to “go” to college, but don’t explain how to thrive and be successful there beyond the academics. However, many of us can attest that successfully completing college is more than merely showing up and managing good grades.

Unfortunately, the road from the first day of college to graduation requires a great deal of practical problem solving skills (soft skills) of which many high schools rarely prepare students.  In particular, many first generation college students need conversations which discuss how to:

  1. balance work and college
  2. build and manage good credit,
  3. network,
  4. find the best campus jobs,
  5. deal with financial aid difficulties,
  6. respond to potential parental conflicts, i.e. “college is easier than a real job”
  7. decide on whether to live  during college, i.e. on campus, off campus, or at home.

Ideally, the goal of having “real world” talks in the classroom is to make the transition to college and real life as transparent as professionally possible for students.  I struggled a great deal as an undergraduate and I have shared my first generation college struggles with my students. I have shared the difficulty of working too many hours and how it negatively impacted my college grades. I have shared how I managed tough and indifferent professors as well as the importance of speaking up and asking questions in class. In addition, I have also shared how I learned to better manage my finances and how I successfully found help when I ran into obstacles in college. 

However, first generation students need varied perspectives on how to successfully complete college. And since teachers are the most readily available resource for first generation students, who better to share these kinds of stories? I cannot speak on what it is like to have generations of successful college graduates in my family, but some of my colleagues can. 

So, if you’re interested in how I set up my “real world” conversations in class and some possible suggestions for your classroom please stay tuned for Part II of “Why You Need to Have Real World Talks with Your Kids.”


  1. According to the 2012 statistics of the National Association for College Admission Counseling (NACAC), high school students on average receive 38 Minutes of personal advising on College Admission over the span of their entire high school career.