Building Personal Relationships in the Classroom: A Communication Perspective Rooted in Freirean Ideology

January 16, 2025 9:19 pm

Building personal relationships in the classroom does more than just improve student behavior or classroom management. It is crucial to student engagement and success. Research shows that students who feel connected to their teachers are more likely to participate actively, feel confident in their learning abilities, and experience academic growth (Pianta et al., 2003). But what does it take to build those relationships?

In this blog post, we’ll explore how educators can develop strong personal connections with their students through a communication theory lens, while also leveraging the power of social capital and Paulo Freire’s ideology of empowerment. Personal relationships in the classroom are not just about creating a positive atmosphere; they are about empowering students to take ownership of their learning and creating an equitable space where all voices are heard (Freire, 1970).

Communication as the Foundation for Relationship Building

Communication is at the heart of relationship-building in any context, and the classroom is no exception. One valuable lens through which we can view this process is Communication Accommodation Theory (CAT), which suggests that people adjust their communication styles to either converge with or diverge from those they are interacting with (Giles & Coupland, 1991). In the classroom, this means that teachers can build rapport by adapting their communication to meet the needs of diverse learners.

Key Strategies for Educators:

  • Active Listening: Listening actively demonstrates respect and signals to students that their voices matter, which helps in building strong relationships (Rogers, 1959).
  • Nonverbal Communication: Nonverbal cues such as body language, eye contact, and facial expressions are key to creating a welcoming atmosphere for students (Mehrabian, 1972).
  • Dialogue: Freire (1970) emphasized the importance of dialogue, where both teacher and student engage in mutual learning. This process fosters equality in communication, moving away from the traditional top-down instructional model.

Practical Application:

Educators can use open-ended questions to invite students into a deeper dialogue. Questions like “What do you think about…?” or “How does this relate to your experiences?” can encourage students to share personal insights, leading to a more inclusive and interactive classroom environment (Vygotsky, 1978).

The Role of Social Capital in Education

Social capital refers to the networks and relationships that provide individuals with access to resources, opportunities, and support. In education, social capital plays a crucial role in shaping students’ academic outcomes (Bourdieu, 1986; Coleman, 1988). Teachers who build strong personal relationships with students effectively increase their social capital, giving them access to help, guidance, and opportunities for collaboration.

Connection to the Classroom:

In the classroom, teacher-student relationships act as a key source of social capital. When students trust their teachers and feel supported, they are more likely to take risks in their learning and engage with their peers (Putnam, 2000).

Example:

Consider a student who feels confident enough to ask for help because they trust their teacher. This trust, built through personal connection, allows the student to access the resources they need to succeed. Without that personal relationship, the student might struggle in silence, missing out on important growth opportunities (Dika & Singh, 2002).

Empowering Learners through Personal Connection

Paulo Freire’s Pedagogy of the Oppressed (1970) posits that education should be a practice of liberation, where students are empowered to critically engage with the world around them. Freire argued that traditional educational models often oppress students by treating them as passive recipients of knowledge. Instead, he advocated for horizontal dialogue, where both teacher and student engage in mutual learning.

Building Relationships Through Dialogue:

When teachers develop personal relationships with students, they create space for this kind of mutual learning. Personal connections allow teachers to understand their students’ unique backgrounds and experiences, empowering them to bring these lived experiences into the classroom. This shifts the power dynamic and enables students to take more ownership of their education (Freire, 1970).

Practical Strategies for Building Personal Relationships

Building personal relationships with students requires intentional effort, but it is achievable with strategies that promote dialogue and mutual respect.

Relational Communication:

  • Personalized Feedback: Providing feedback that acknowledges each student’s unique contributions builds a relationship grounded in respect (Hattie & Timperley, 2007).
  • Regular Check-Ins: Whether through brief one-on-one conversations or anonymous surveys, checking in with students regularly can help build stronger relationships by addressing both their emotional and academic needs (Fisher et al., 2011).
  • Collaborative Goal Setting: Allowing students to participate in setting their own learning goals fosters autonomy and strengthens their relationship with the teacher (Ryan & Deci, 2000).

Student-Centered Approaches:

  • Project-Based Learning: This method allows students to engage with topics they are passionate about, which increases their sense of ownership and connection to the material (Krajcik & Blumenfeld, 2006).
  • Peer Collaboration: Encouraging students to work together on projects builds a sense of community and strengthens relational dynamics (Johnson & Johnson, 2009).

Culturally Responsive Teaching:

By integrating students’ cultural backgrounds into lessons, teachers show respect for their identities and create a more inclusive environment. Culturally responsive teaching deepens personal connections and enhances social capital (Ladson-Billings, 1995).

The Long-Term Impact of Personal Relationships on Learning

Developing personal relationships with students not only enhances academic performance but also fosters their social-emotional development. When students feel connected to their teachers, they become more resilient in the face of challenges, take academic risks, and persist in their studies (Hamre & Pianta, 2001).

Freire’s Legacy:

Freire’s emphasis on empowerment, equity, and dialogue remains relevant today. Personal relationships in the classroom help create transformative learning environments where students are active participants in their own education, embodying Freire’s vision of education as a practice of freedom (Freire, 1970).

Personal relationships in the classroom, grounded in effective communication, the building of social capital, and Freire’s ideology of empowerment, are essential to creating an equitable and transformative educational environment. By fostering trust, dialogue, and mutual respect, educators can empower students to take ownership of their learning and engage fully in their education.

As educators, reflect on your own communication practices. How are you fostering personal connections with your students? What strategies can you implement to create more equitable, student-centered spaces where all learners feel empowered?

Restructuring Rubrics for Flexible Learning Evaluation with Brisk

January 16, 2025 9:19 pm

Sometimes, rubrics need restructuring to match new learning objectives or adapt to unique assignments. Brisk makes it easy to adjust existing rubrics without starting from scratch, saving time and ensuring adaptability.

How Brisk Aids in Restructuring:

  • Easy Reordering of Criteria: Brisk’s interface allows educators to move, add, or remove criteria as needed. If an assignment evolves, like shifting from written responses to multimedia presentations, the rubric can be easily adapted.
  • Adjustable Weighting: Brisk enables educators to assign varying weights to rubric components based on importance, prioritizing specific skills or knowledge areas for different assignments.
  • Focus on Skill-Specific Feedback: By restructuring rubrics with Brisk, educators can emphasize particular skills, such as “Critical Thinking” in writing assignments or “Technical Proficiency” in audio-visual projects.

Using Brisk to restructure rubrics allows for dynamic, flexible assessment that aligns with evolving course goals and project requirements, making evaluation a more responsive tool for student success.

Streamline your teaching and engage your students with Brisk—sign up using my referral link here and discover how Brisk can transform your classroom.

Enhancing Rubrics with Brisk for Deeper Student Feedback

January 15, 2025 9:21 pm

Enhancing rubrics with detailed descriptors helps students understand where they excel and where they need improvement. Brisk provides educators with tools to enrich rubrics and make feedback more impactful.

How Brisk Enhances Rubrics:

  • In-Depth Descriptors: Brisk’s rubric enhancement tools allow teachers to add descriptive details to each criterion. For example, in a public speaking rubric, “Eye Contact” can be described in levels like “Maintains consistent eye contact throughout” or “Occasionally looks away.”
  • Specific Examples: Including examples within rubric descriptors can provide clarity. Brisk helps integrate relevant examples, so students know what behaviors or qualities are expected at each level.
  • Consistency and Objectivity: With Brisk, teachers can apply consistent standards across different sections or classrooms, ensuring fair assessment.

With Brisk-enhanced rubrics, students gain a clearer picture of their performance, making assessments more valuable to their learning process.

Streamline your teaching and engage your students with Brisk—sign up using my referral link here and discover how Brisk can transform your classroom.

Exploring Classical Learning Theories in Education

January 15, 2025 9:20 pm

In our Instructional Practices class, students are diving into foundational learning theories to better understand the philosophy behind effective teaching. We’re working through Chapter 1, Section 1 of Learning Theories Simplified by Bob Bates, focusing on nine classical learning theories ranging from Socrates’ emphasis on reflection to Freire’s concept of critical consciousness. This assignment encourages students to explore how great thinkers have shaped educational approaches, while also making connections to modern teaching practices.

Assignment Breakdown and Objectives

The assignment is designed to help students become familiar with classical learning theories and apply them to real classroom scenarios. Here’s how it’s structured:

  1. Theory Selection and Research: Students select one theory, such as Dewey’s Pragmatism or Aristotle’s Self-Fulfilling Prophecy, and conduct in-depth research on the concepts, historical context, and applications of their chosen theory. This week-long research phase allows students to build a thorough understanding of key philosophical ideas in education.
  2. Peer Teaching Presentations: Each student prepares a presentation to teach their chosen theory to the class. These presentations are interactive and include an overview of the theory, real-world applications, and a brief discussion or activity. This peer teaching aspect builds public speaking skills and fosters a collaborative learning environment where students can engage with diverse perspectives on education.
  3. Theory-Based Lesson Plan Creation: Students create a mini-lesson plan incorporating their selected theory, complete with Texas Essential Knowledge and Skills (TEKS) alignment, learning objectives, and an activity grounded in theoretical principles. This element reinforces the importance of aligning instructional design with pedagogical philosophy.

How We’re Applying These Theories in Class

To bring these theories to life, the class structure includes a mix of direct instruction, storytelling, and reflective discussions. Each day, students check in to share their progress, ask questions, and collaborate on ideas. This consistent feedback loop enables students to connect their research with practical classroom experiences.

As a core part of the course, students complete two weekly classroom observations, followed by reflective journaling. These observations are key to understanding the dynamics of classroom instruction and identifying examples of how these classical theories are applied in real time.

Why This Assignment Matters

Studying classical learning theories in depth helps students develop a critical understanding of educational philosophy, a skill essential for future educators. By blending historical insights with practical application, students can see how abstract ideas like Socrates’ method of questioning or Dewey’s focus on experience play a tangible role in shaping modern classrooms.

This assignment not only promotes a deeper appreciation for the field of education but also cultivates essential skills in research, lesson planning, and peer instruction.

Assessing student reflections requires a focus on both the content of the reflection and the depth of thought, while recognizing that reflection is inherently subjective. Here are some key ways to effectively assess student reflections:

1. Use a Rubric Focused on Depth and Relevance

A rubric provides clear criteria for evaluating student reflections. Here are some elements that can be included in a reflection rubric:

  • Insightfulness and Depth of Analysis: Look for evidence that students are critically analyzing their experiences, connecting them to learning theories or specific goals, and demonstrating a deeper understanding of the material.
  • Specific Examples and Details: High-quality reflections often include concrete examples from classroom observations or personal experiences, helping to ground their thoughts in real-world context.
  • Connection to Theory or Learning Goals: Assess how well students connect their reflections to relevant theories, learning outcomes, or educational practices discussed in class.
  • Clarity and Coherence: Reflections should be well-organized and clearly express the student’s thoughts and insights.

2. Provide Reflective Prompts for Guidance

Prompting students with specific questions can help them dig deeper. For example, you might ask:

  • “What surprised you most about the classroom experience, and why?”
  • “How does this observation connect to [specific learning theory]?”
  • “What would you do differently if you were the teacher in this situation?”

Using these prompts as part of the rubric can guide students and standardize responses.

3. Focus on Growth Over Time

Reflections are tools for growth, so track how students’ reflections deepen over time. Look for changes in how they analyze situations, connect experiences to theory, and self-assess.

4. Encourage Self-Assessment and Peer Feedback

Including self-assessment or peer feedback as part of the reflective process can be a powerful way to encourage students to assess their own growth. You can have students review their earlier reflections to assess progress, or use peer reviews for additional insights.

5. Provide Constructive, Narrative Feedback

Instead of only assigning a score, offer narrative feedback on student reflections. Highlight where the student showed deep insight, asked valuable questions, or made strong connections to theory, and offer suggestions for how they might reflect more deeply in future assignments.

By assessing reflections with these strategies, you create a supportive framework that values personal insight and encourages critical thinking, guiding students toward more thoughtful and meaningful self-assessment.

Using Brisk to Create Rubrics for Clearer, Objective Assessment

January 14, 2025 9:17 pm

Creating an effective rubric is crucial for transparent, consistent, and fair student assessment. Brisk offers educators an efficient way to design rubrics that provide clear expectations for student performance, aligning with specific learning objectives.

How Brisk Helps:

  • Template Customization: Brisk allows teachers to select from a variety of pre-built rubric templates. You can modify these to suit different assignments, such as evaluating interviews or public speaking skills.
  • Criteria Development: Teachers can specify learning criteria for each rubric. For example, for an interview assignment, you could assess students on criteria like “Professionalism,” “Question Response Quality,” and “Body Language.”
  • Performance Level Descriptions: Brisk simplifies the process of writing specific descriptions for each performance level (e.g., Excellent, Satisfactory, Needs Improvement). This helps students understand the expectations clearly.

Brisk saves valuable time by providing a structured framework for building effective rubrics, enabling teachers to focus more on student growth.

Streamline your teaching and engage your students with Brisk—sign up using my referral link here and discover how Brisk can transform your classroom.

Using Diffit to Generate Guided Notes in Interpersonal Communication

January 14, 2025 9:17 pm

In my Interpersonal Communication course, guided notes play an essential role in helping students follow along with lectures and discussions. With Diffit, I can create customized guided notes that emphasize the most critical aspects of the course, such as conflict resolution or active listening.

Research shows that guided notes improve student engagement and comprehension, particularly for complex topics (Boyle & Weishaar, 2001). By using Diffit, I can quickly generate notes that guide students through key concepts while allowing them space to apply their learning through class discussions and activities. These notes can be distributed digitally or printed for in-class use, providing flexibility for different learning environments.

Diffit has simplified my lesson planning, allowing me to focus more on student interaction and less on material preparation. Enhance your lesson planning with Diffit—automatically create differentiated learning materials in seconds! Sign up using my referral link here and experience the ease of personalized instruction.

References:

  • Boyle, J. R., & Weishaar, M. (2001). The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research & Practice, 16(3), 133-141.

Brisk’s “Change Levels” Feature: A Game Changer for Differentiated Learning

January 13, 2025 9:19 pm

In today’s diverse classrooms, teachers face the challenge of meeting the needs of students with varying reading levels and language proficiencies. This is where Brisk’s “Change Levels” feature proves invaluable. It instantly converts any online text into a Google Doc that is adjusted for different reading levels, translated into another language, or both. This feature helps teachers create more accessible and inclusive learning environments.

Supporting Differentiated Instruction

Differentiating instruction is critical to student success, as research shows that providing material at appropriate reading levels increases comprehension and engagement (Tomlinson, 2001). The “Change Levels” feature enables teachers to adjust the complexity of any text, making it easier for students at different levels to access the same content in a challenging but not overwhelming way. This approach aligns with Vygotsky’s (1978) Zone of Proximal Development theory, which suggests that students learn best when tasks are set slightly above their current ability with appropriate support.

Language Translation for English Language Learners

This feature offers a critical support tool for students learning English as a second language (ESL). Research indicates that providing translated materials alongside English texts can significantly improve language acquisition and comprehension (Cummins, 2000). By offering immediate translation options, Brisk helps ESL students stay engaged with classroom materials while developing their language skills. This also enables teachers to cater to bilingual classrooms or individual students, enhancing overall inclusivity.

Research-Backed Benefits

Research supports using digital tools like Brisk to improve accessibility and support diverse learners. A meta-analysis by Means, Bakia, and Murphy (2014) found that using adaptive learning technologies enhances learning outcomes, particularly in reading comprehension and language learning. Brisk allows teachers to scaffold instruction and tailor materials to students’ unique learning profiles by offering text-level adjustments and language translations, fostering better engagement and retention.

Conclusion

Brisk’s “Change Levels” feature offers a powerful solution for teachers striving to meet the needs of all students. By adjusting reading levels and providing translations, this tool not only improves accessibility but also aligns with research-backed strategies that enhance student learning outcomes. For educators looking to simplify the process of differentiation and language support, Brisk is an invaluable resource.

Streamline your teaching and engage your students with Brisk—sign up using my referral link here and discover how Brisk can transform your classroom!

References:

  • Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
  • Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when, and how. Routledge.
  • Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Vocabulary Activities in Dual Enrollment Speech Communication with Diffit

January 13, 2025 9:19 pm

Vocabulary plays a critical role in understanding course material in my Introduction to Speech Communication and Interpersonal Communication courses. Using Diffit, I can generate vocabulary activities that help students learn essential communication terms while reinforcing their practical applications.

Vocabulary acquisition is crucial for academic success, and research has shown that differentiated vocabulary activities enhance student retention and understanding (Graves, 2006). With Diffit, I can quickly create activities that are tailored to the varying proficiency levels in my dual enrollment classes. These activities help students engage with the material more effectively, whether they are learning about rhetorical strategies or interpersonal dynamics. Students can complete the activities digitally or use printed copies, depending on their preferences and learning needs.

Diffit’s versatility in creating differentiated materials has allowed me to better support my students’ vocabulary development. Enhance your lesson planning with Diffit—automatically create differentiated learning materials in seconds! Sign up using my referral link here and experience the ease of personalized instruction.

References:

  • Graves, M. F. (2006). The vocabulary book: Learning and instruction. Teachers College Press.

Creating a Kid-Friendly Story Using ChatGPT and ElevenLabs: A Step-by-Step Guide

January 12, 2025 9:18 pm

In today’s digital classroom, educators have a wealth of tools at their fingertips that can help transform simple ideas into engaging learning materials. One exciting approach is using AI tools like ChatGPT and ElevenLabs to create stories from personal experiences and events, complete with visual and audio elements. In this post, I’ll walk you through how I used these AI tools to develop a kid-friendly story, complete with visuals and narration, and how easy it is to integrate these into platforms like Canva to create an animated video.

This process not only demonstrates the power of AI in education, but also highlights how simple it is to use these AI storytelling tools to create engaging content for students. Let’s dive into the steps:

1. Story Concept and Outline

Goal: Develop a whimsical, kid-friendly story based on quirky neighborhood characters.

My Input: I provided ChatGPT with a list of personal memories and unique neighborhood events like “The Pig House,” “Flamethrower Incident,” and “The Dancing Man.”

Action: ChatGPT, one of the best AI-generated storytelling tools, transformed my list into a cohesive story by creating chapter titles and summaries based on these quirky events. Each chapter highlighted a fun character or event from my neighborhood, setting the tone for a whimsical tale that would capture the imagination of young readers.

2. Story Adaptation for Kids

Goal: Turn the outline into a cohesive story suitable for a children’s book or animated show.

My Input: I requested that ChatGPT adapt these events into a short story written in the playful, simple style of a children’s cartoon.

Action: ChatGPT crafted a narrative that introduced each character and event in a kid-friendly way, making it perfect for students. The story was not only entertaining but also illustrated the power of AI-generated stories for kids. It kept the language light, with fun themes like community and uniqueness, making it engaging and educational for young readers.

3. Image Creation for Visuals

Goal: Create AI-generated cartoon-style images to illustrate key scenes in the story.

My Input: I used Leonardo.ai (another fantastic AI tool for visuals) to generate images based on prompts crafted with the help of ChatGPT. I described specific scenes like “The Dancing Man twirling in the park” and “The Pig House with colorful flowers.”

Action: ChatGPT helped me generate detailed prompts for Leonardo.ai, ensuring the visuals matched the story’s whimsical style. These AI-generated visuals were essential for illustrating the key moments, helping bring the story to life in a vibrant, animated style. Such AI visuals can be a game-changer when creating multimedia storytelling in education.

4. Script for Audio Narration

Goal: Convert the written story into a script that could be used for audio narration.

My Input: I wanted to create an engaging audio version of the story using ElevenLabs’ text-to-speech feature, so I asked ChatGPT to break the story into a script with clear narration cues.

Action: ChatGPT simplified the narrative into a series of scenes that were easy to follow in an audio format, making it perfect for storytelling. The script was designed to keep listeners engaged, with clear directions for tone and pacing. This use of text-to-speech for kids’ stories not only made the narrative more engaging but also demonstrated the flexibility of AI-generated audio narration.

5. Final Adjustments and Revisions

Goal: Finalize the script, ensuring it flows smoothly and matches the desired style.

My Input: After reviewing the script and visuals, I requested minor adjustments to ensure the tone stayed cheerful and engaging.

Action: Based on my feedback, ChatGPT revised the script to ensure it aligned with the visuals and created a cohesive flow for narration. By incorporating the visuals and narration, the story was now ready for multimedia production, which is key for creating engaging stories with AI.

6. Ready for Audio Production

Goal: The script is now ready for audio production using ElevenLabs.io.

I used ElevenLabs’ AI-generated voiceovers to bring the narration to life. The platform’s customizable text-to-speech feature allowed me to match the narrator’s voice to the playful tone of the story, creating an engaging experience for young listeners.

7. Combining Visuals and Audio in Canva

Once the visuals and audio were ready, I used Canva to create a video of the story. Canva’s intuitive interface made it easy to upload the AI-generated visuals and sync them with the audio narration from ElevenLabs. With simple drag-and-drop features, I could add animations, transitions, and text, bringing the story to life in a dynamic way.

This combination of AI storytelling tools—ChatGPT for the narrative, ElevenLabs for audio, and Canva for visuals—resulted in a highly engaging, kid-friendly story that could be used as a learning tool in classrooms. Canva’s multimedia features made the whole process smooth, allowing me to easily create a video that students would enjoy and learn from.

Why Use AI Tools in the Classroom?

Using AI in education can transform how teachers create and deliver content. Tools like ChatGPT, ElevenLabs, and Canva offer educators a way to personalize learning materials, making them more engaging and interactive. By combining AI-generated stories, visuals, and audio, educators can create lessons that captivate students while also meeting educational goals. Whether it’s for storytelling, lesson planning, or developing interactive resources, AI tools like these provide endless possibilities.

This step-by-step process highlights just how easy it is to create personalized, multimedia stories using AI tools. With just a few platforms, teachers can transform simple ideas into captivating learning experiences for their students.

So, how is UIL news writing judged?

January 12, 2025 9:17 pm

Mastering the Essentials of UIL News Writing

In UIL news writing, success hinges on mastering a few essential principles that set your stories apart. Whether you’re just starting or looking to fine-tune your skills, these tips will help ensure your writing is concise, clear, and compelling.

1. Lead with Timely Information

The lead is the most critical part of your story. Always start with the most timely and important information—something that grabs your reader’s attention immediately. Outdated or irrelevant details should never lead your story. Your goal is to make your audience care from the first sentence.

2. Present Information in Descending Order of Importance

Once you’ve hooked your reader, continue with details that descend in importance. This structure, known as the inverted pyramid, ensures that the most crucial facts are front-loaded, making your story easy to follow and ensuring that nothing critical gets buried.

3. Ensure Smooth Transitions

Transitions are the glue that holds your story together. When shifting between quotes and facts, use the transition/quote formula—introduce your quote with a transition that provides context, ensuring the flow between paragraphs is logical and seamless.

4. Accurately Identify People

Accuracy is key in news writing. Always fully and accurately identify individuals by their full name and title, and make sure all names are spelled correctly. This builds credibility and ensures your audience understands who is involved.

5. Use Active Voice

Using active voice makes your writing more concise and engaging. Active sentences are clearer and easier to read. Avoid the passive voice whenever possible—it adds unnecessary words and weakens your message.

6. Be Concise

Keep your sentences and paragraphs short and to the point. Don’t overload your story with unnecessary details. Every word should serve a purpose and contribute to the story.

7. Omit Unnecessary Information

Only include information that is relevant and important to the story. Readers should leave your article feeling informed, not bogged down by extraneous details.

8. Answer All News Questions

Your story should address the who, what, when, where, why, and how. Readers should have no unanswered questions after reading your article.

9. Write in Third Person, Past Tense

UIL news writing is strictly objective. Write in third person and past tense since the events you’re reporting have already occurred. Avoid using first or second person to maintain professionalism and objectivity.

10. Follow AP Style

Using Associated Press (AP) style is essential for correct grammar, punctuation, and formatting. Adhering to AP style will give your writing a polished, professional edge.

11. Maintain Objectivity

News writing is about facts, not opinions. Keep your writing objective, and ensure that all opinions or judgments are attributed to sources—not yourself.

Mastering these elements will elevate your news writing, helping you excel in UIL competitions and produce stories that resonate with your readers.

Grammar, spelling, and neatness are also considered, but they are secondary to the criteria listed above.

Common Mistakes in UIL News Writing and How to Avoid Them

January 11, 2025 9:29 pm

In UIL news writing, even small mistakes can cost you valuable points or, worse, disqualification. To help you stay on track and write compelling, competition-ready stories, here are some common pitfalls to watch out for—and how to avoid them.

1. Misusing Question Leads

While question leads can sometimes grab attention, they are often overused or misused. A question lead only works when it’s pertinent to the majority of readers. If the question is too niche or irrelevant, it risks alienating your audience. Stick to leads that provide clear, immediate information instead.

2. Using Second Person

One of the most serious mistakes you can make in UIL news writing is using second person (“you”). This makes your writing subjective, pulling readers directly into the narrative and making the piece feel informal. Remember, UIL news writing should always be objective and written in third person. Using second person can even lead to disqualification in competitions.

3. Missing the News Peg

The news peg is the most timely and important information in your story. Failing to identify and prioritize it means you’ll miss the opportunity to hook your readers from the start. Make sure the lead includes the most relevant and newsworthy information right away.

4. Stacking Quotes

Stacking quotes—placing multiple direct quotes back-to-back without transitions—can disrupt the flow of your story and confuse readers. Transitions are crucial to maintaining the flow and keeping readers engaged. Use the transition/quote formula: introduce a quote with a transition that provides context.

5. Not Using Student Quotes

Student newspapers are for students, so make sure you’re including student quotes in your stories—especially when covering topics that directly affect them. Student voices make the content more relatable and engaging for your audience.

6. Failing to Use the Transition/Quote Formula

UIL guidelines emphasize the importance of smooth transitions between quotes. Without proper transitions, your story can feel choppy and unorganized. Always use the transition/quote formula to connect ideas and drive the story forward.

7. Adding Unverified Facts

Avoid the temptation to add facts that aren’t provided in the source materials. Everything you include must be verified and accurate. Adding extra information can lead to inaccuracies that weaken your story.

8. Putting Attribution Before the Quote

The correct structure is quote first, attribution second. For example: “The event was a success,” John Smith said.Avoid putting the attribution at the beginning of the sentence, as it can make your writing feel awkward.

9. Using All Provided Information

Just because information is available doesn’t mean it needs to be included. Be selective—only use the details that are relevant and important to the story. This ensures your writing remains concise and focused.

10. Writing in Inverted-Pyramid Style

UIL news writing follows a straightforward, third-person, inverted-pyramid style. This means you should place the most important information at the top and then arrange details in descending order of importance. Master this structure before experimenting with other styles.

By avoiding these common mistakes, you’ll produce stronger, more polished stories that adhere to UIL standards and resonate with your readers. Practice makes perfect, so keep refining your skills and stay mindful of these guidelines.

UIL News Writing FAQ

January 11, 2025 9:29 pm
  • What is the most important thing to remember about UIL news writing? The most important thing to remember is to lead with the most timely information. This means focusing on the newest, most important information in the prompt, even if it’s not the most sensational or attention-grabbing.
  • How important is finding the news peg? It is crucial to identify the news peg, which is the most current and relevant aspect of the story. The news peg is the hook that will grab the reader’s attention and keep them engaged. For example, in a story about a proposed policy change, the news peg would be the upcoming vote on the proposal, not the initial announcement of the proposal.
  • What format should I use for UIL news writing? Use the inverted pyramid format, which presents information in descending order of importance.
  • How should I structure my story? Use the transition/quote formula, where transitions introduce direct quotes and provide context for the information presented in the quotes. Transitions should be clear, concise, and powerful, driving the story forward. Do not simply stack quotes one after another.
  • What kind of lead should I use? Generally, avoid question leads unless the question is relevant to a large majority of the readers. Most of the time, a summary lead that answers the most important news questions (who, what, when, where, why, and how) is the best choice.
  • How should I use quotes? Use direct and indirect quotes effectively. Direct quotes should add credibility and color to the story. They should be placed high in the story, after the lead. Always attribute direct quotes to their source. When introducing a direct quote, lead with the first sentence of the quote, then identify the source, then provide the verb, and then finish the quote. Use the verb “said” and avoid synonyms that imply intent, unless you attribute that intent. For example, if you want to use “believes,” write “Guinn said he believes Stevenson should not be fired.”
  • How should I handle information that is not directly related to the news peg? Omit all unnecessary information and use only the information that is essential to the story. For example, background information about the school or the individuals involved should be kept to a minimum, unless it is directly relevant to the news peg.
  • What are some common mistakes to avoid? Avoid editorializing or inserting personal opinions into the story. Stick to factual reporting and attribute all opinions and judgments to sources. Make sure to fully identify all sources, including their first and last names and titles. Avoid using “Leaguetown” unless absolutely necessary for clarity. Use third-person, past tense, and follow Associated Press style. Proofread carefully for spelling, grammar, and punctuation errors. Make sure your paragraphs are short, averaging 25-35 words, and that the first word of each paragraph is different.
  • How can I make my writing flow smoothly? Use transitional words and phrases to connect ideas and guide the reader through the story. Consider repeating key words, using synonyms, and referencing facts or ideas from preceding paragraphs.
  • What other advice do you have for UIL news writing? The sources contain a lot of good advice. You should carefully review the sample stories and contest tips provided in the sources to get a better understanding of what judges are looking for.
  • Can I use second person in my story? Avoid using second-person pronouns like “you” and “your” in news stories, as this includes the reporter in the story and breaks the objectivity required for UIL news writing.
  • How important is it to use student quotes? It is very important to include quotes from students in your stories, especially if the story deals with a topic that directly affects students. Remember, you are writing for a student newspaper, so the student perspective is essential.

What is a kicker quote? End your story with a strong quote that summarizes the key takeaway or leaves a lasting impression. This is called a kicker quote and it can help create a sense of closure and emphasize the significance of the story.

Class Companion for Speech Communication – Streamlining Lesson Planning

January 10, 2025 9:20 pm

Balancing lecture content, class discussions, and assessments can be time-consuming in my Introduction to Speech Communication course. With Class Companion, I’ve streamlined my lesson planning, using its ready-made resources and automated assessments to ensure my students consistently engage with the material.

One of the standout features of Class Companion is its ability to organize lesson plans and materials in an intuitive, easy-to-use format. Research shows that well-structured lesson plans improve student performance and better time management for teachers (Marzano, 2007). I can focus more on student interaction with Class Companion, knowing that my course materials are organized and easily accessible.

Incorporating Class Companion into your course planning process ensures you have more time to dedicate to the students and their learning needs. 

Try Class Companion using my referral code here and experience the ease of streamlining your course materials.

References:

  • Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.

Getting Started With UIL News Writing

January 10, 2025 9:20 pm
  • Understand the Inverted Pyramid Format. The inverted pyramid format is the standard for UIL news writing. It involves presenting information in descending order of importance, starting with the most timely and important information in the lead. This allows readers to quickly grasp the essential details of the story and then decide if they want to continue reading for more information.
  • Identify the News Peg. Before you begin writing, take the time to carefully read the prompt and identify the news peg. The news peg is the most newsworthy aspect of the story, the hook that will draw the reader in. It often involves a future event or decision that will be made soon after the paper is published. The news peg should be the focus of your lead, not background information or older events.
  • Write a Strong Lead. Your lead is the first impression you make on the reader, so it should be clear, concise, and compelling. It should summarize the most important information from the prompt, including the who, what, when, where, why, and how. Avoid using question leads unless the question is highly relevant to a large majority of your readers.
  • Use the Transition/Quote Formula. The transition/quote formula is a key structural element in UIL news writing. It involves using transitions to introduce direct quotes and provide context for the information presented in the quotes.
    • Transitions should be strong and clear, guiding the reader through the story and highlighting the connections between different pieces of information. They should not simply repeat information from the quote.
    • Direct quotes should add credibility and color to the story. When introducing a direct quote, lead with the first sentence of the quote, then identify the source, then provide the verb, and then finish the quote. For example: ” ‘The answer to school violence is not more guns,’ he said. ‘Bringing guns on campus is going to create an atmosphere of fear, not learning'”.
  • Attribute Information Carefully. Make sure to properly attribute all information to its source, whether you are using direct or indirect quotes. Use the verb “said” and avoid synonyms that imply intent, unless you are specifically attributing that intent to the source.
  • Prioritize Student Voices. Include quotes from students in your stories, especially when the story deals with topics that directly affect students. Remember, you are writing for a student newspaper, so the student perspective is crucial.
  • Use AP Style. Follow Associated Press (AP) style guidelines for grammar, punctuation, and capitalization. You can find AP style resources online and in most journalism textbooks.
  • Proofread Carefully. Before you submit your story, take the time to proofread carefully for any errors in spelling, grammar, punctuation, and factual accuracy. You can use the editing marks provided in [Source 86] to help you with this process.
  • Practice, Practice, Practice. The best way to improve your UIL news writing skills is to practice writing stories using the prompts provided in the sources and from past UIL contests. You can also ask your journalism teacher or a peer to review your work and provide feedback.

By following these tips and studying the sample stories provided in the sources, you’ll be well on your way to writing strong and successful UIL news stories.

UIL News Writing: A Concise Overview

January 9, 2025 9:19 pm

UIL news writing is a specific style of news writing used in the University Interscholastic League (UIL) journalism competitions in Texas. This style emphasizes conciseness, clarity, accuracy, and objectivity. Here’s a breakdown of the key characteristics:

  • Focus on Timely Information: The most critical aspect of UIL news writing is to prioritize the most timely information, often a future event or a decision to be made shortly after the publication date. Past events and background information should be minimized unless directly relevant to the news peg.
  • Inverted Pyramid Format: The inverted pyramid structure is paramount. It presents information in descending order of importance, starting with a strong lead that summarizes the most crucial details.
  • Transition/Quote Formula: The transition/quote formula is used to weave direct quotes seamlessly into the narrative. Transitions introduce and provide context for the quotes, ensuring a smooth and logical flow of information. Avoid simply stacking quotes.
  • Objectivity and Attribution: Maintaining objectivity is crucial. All information, opinions, and judgments must be attributed to specific sources. Use “said” to attribute quotes and avoid synonyms that imply intent unless specifically attributed.
  • Concise and Precise Language: Use clear, concise language and avoid unnecessary words or phrases. Sentences and paragraphs should be short and to the point.
  • Student Focus: Since the target audience is a student newspaper readership, it’s essential to include quotes from students, particularly on topics that directly affect them.

Successfully navigating UIL news writing involves understanding these key elements and honing the ability to extract and prioritize relevant information from the provided prompt. Practice and careful study of sample stories and contest tips are essential for success.

Scope and Sequence for Teaching UIL News Writing

January 9, 2025 9:19 pm

This scope and sequence breaks down the process of teaching UIL News Writing into manageable steps, incorporating elements from the provided sources and our conversation history.

Week 1: Foundations

  • Introduce UIL Journalism and the News Writing Contest: Begin by introducing students to the UIL Journalism program and the specific challenges and opportunities of the News Writing contest. Explain the purpose of the contest and how it differs from traditional journalistic writing.
  • Explore the Concept of Newsworthiness: Discuss what makes a story newsworthy, emphasizing the importance of timeliness, relevance, and impact. Use examples from current events and student life to illustrate these concepts.
  • Analyze Sample UIL News Writing Prompts: Provide students with a variety of sample prompts from past UIL contests. Have them read and analyze the prompts, identifying key information, the news peg, and potential angles for coverage.

Week 2: The Inverted Pyramid and Lead Writing

  • Explain the Inverted Pyramid Format: Explain the inverted pyramid format and why it’s the standard for UIL news writing. Discuss the benefits of presenting information in descending order of importance, emphasizing clarity and conciseness.
  • Practice Writing Strong Leads: Introduce different types of leads, such as summary leads, temporal clause leads, and gerund phrase leads. Provide examples of effective leads from the sources and have students practice writing leads for various scenarios.
  • Critique and Refine Leads: Have students share their leads with the class and provide constructive feedback. Focus on clarity, conciseness, accuracy, and how effectively the lead captures the essence of the story.

Week 3: The Transition/Quote Formula

  • Introduce the Transition/Quote Formula: Explain the importance of using transitions to introduce and contextualize direct quotes. Emphasize that transitions should not simply repeat information from the quote but should instead provide further context and drive the story forward.
  • Practice Writing Effective Transitions: Use examples from the sources to demonstrate how to write strong, informative transitions. Have students practice crafting transitions for a variety of quotes and scenarios.
  • Focus on Smooth Integration: Highlight the importance of seamlessly integrating quotes and transitions to create a coherent and compelling narrative. Have students read aloud their work, focusing on the flow and rhythm of the writing.

Week 4: Attribution and Objectivity

  • Discuss the Importance of Attribution: Emphasize the importance of attributing all information, opinions, and judgments to specific sources. Explain how proper attribution enhances credibility and ensures objectivity.
  • Practice Correct Attribution Techniques: Use examples from the sources to demonstrate proper attribution methods for direct and indirect quotes, paraphrases, and factual information. Have students practice writing sentences and paragraphs that demonstrate accurate attribution.
  • Emphasize Objectivity: Discuss the importance of maintaining objectivity in news writing, avoiding personal opinions, bias, and editorializing. Explain how to present information in a fair and balanced manner, even when dealing with controversial topics.

Week 5: Style, Language, and Common Errors

  • Review AP Style Guidelines: Provide students with resources on AP style and have them practice applying these guidelines to their writing.
  • Emphasize Concise and Precise Language: Discuss the importance of using strong verbs and avoiding unnecessary words or phrases. Have students practice revising sentences and paragraphs to achieve greater clarity and impact.
  • Identify Common Errors: Discuss common errors that students make in UIL news writing, such as using “Leaguetown,” stacking quotes, starting with “The School Board…”, using feature leads, adding facts not in the prompt, and forgetting to use student quotes. Provide examples of these errors and have students practice identifying and correcting them in sample writing.

Week 6: Putting it All Together – Practice and Feedback

  • Mock UIL News Writing Competitions: Conduct mock competitions using past UIL prompts, simulating the time constraints and pressure of the actual contest. Provide feedback based on the UIL judging criteria.
  • Peer Review and Editing: Encourage students to review each other’s work, providing constructive feedback on clarity, accuracy, conciseness, flow, and adherence to UIL style guidelines.
  • Individual Conferences: Meet with students individually to discuss their writing, provide personalized feedback, and address any areas where they need further support.

Week 7: Advanced Techniques and Refinement

  • Exploring Different Lead Types: Introduce more advanced lead types, such as anecdotal leads, descriptive leads, and narrative leads. Discuss when it might be appropriate to use these leads and the potential risks involved.
  • Crafting Compelling Kicker Quotes: Explain the concept of kicker quotes and how they can create a sense of closure and emphasize the significance of the story. Provide examples of effective kicker quotes and have students practice writing their own.
  • Incorporating Literary Devices: Discuss how to effectively incorporate literary devices such as imagery, metaphors, and similes to create more engaging and memorable writing.

Week 8: Polishing and Final Preparations

  • Review, Edit, and Refine: Encourage students to revisit their past work, editing and refining their stories based on feedback received and their own evolving understanding of UIL style.
  • Time Management Strategies: Discuss strategies for effective time management during the contest, emphasizing the importance of planning, outlining, and budgeting time for each stage of the writing process.
  • Stress Management Techniques: Discuss stress management techniques to help students stay calm and focused during the competition.
  • Final Mock Competition: Conduct a final mock competition to assess student progress and provide them with an opportunity to practice under pressure.

Beyond the Basics: Extension Activities

  • Analyze Professional News Writing: Have students analyze news stories from reputable publications, identifying how professional journalists apply the principles of UIL news writing.
  • Guest Speakers: Invite local journalists or UIL journalism coaches to speak to the class, sharing their insights and experiences.
  • Field Trips: Arrange field trips to local news organizations, allowing students to observe journalists at work and learn more about the news-gathering process.

Mastering UIL News Writing: A Guide for Aspiring Student Journalists

January 8, 2025 9:17 pm

When it comes to UIL news writing, precision, conciseness, and a focus on students are key to creating compelling stories that capture both judges’ attention and your audience’s interest. Whether you’re just starting in student journalism or preparing for UIL competitions, honing these skills will make a world of difference in your writing. Let’s break down the essential elements that can help you succeed in UIL news writing and how to apply them to your practice.

Conciseness and Precision: Keep It Clear and Engaging

One of the most critical aspects of UIL news writing is the emphasis on conciseness and precision. Your job as a student journalist is to get to the point quickly while delivering a well-rounded story. In UIL competitions, judges value stories that are clear, to the end, and free of unnecessary words. According to TEA’s §110.62 TEKS for Journalism, writing should always focus on concise sentence structure and precise information delivery.

Think about it: Have you ever read a news article that felt too long-winded? It probably lost your attention, right? That’s what we want to avoid. News writing is all about keeping your reader hooked from the first word to the last.

Student-Centric Stories: Give Them a Voice

UIL news writing emphasizes giving students a voice. Your audience? Other students. So naturally, your stories should highlight student perspectives. Whether you cover campus events, sports, or academic news, weaving in student quotes is essential. This student-focused approach keeps the writing engaging and makes the content relatable to your readers.

According to TEKS §110.62, journalism must incorporate relevant quotes from sources related to the topic at hand. Who better to provide insight on school-related stories than the students themselves? Integrating quotes smoothly into your stories while ensuring they serve the article’s purpose is an essential skill for any budding journalist.

Get Ahead with UIL News Writing Guidelines

Let’s not forget that mastering UIL news writing is about understanding the University Interscholastic League (UIL) guidelines. The UIL News Manual outlines specific criteria for judging news stories, and sticking to these rules will give you an edge in competition. Consistent practice and attention to detail are vital in refining your writing to meet UIL standards.

By familiarizing yourself with these guidelines and practicing regularly, you can confidently approach UIL competitions, knowing what is expected of you. Adhering to UIL expectations will strengthen your overall writing performance, whether structuring your leads, perfecting transitions, or ensuring accuracy.

Wrapping Up: Practice, Precision, and Student-Centered Writing

As a UIL journalism student, focusing on concise language, smooth storytelling, and a student-centered approach will enhance your writing and give you a competitive edge in UIL events. Practice is essential—applying these strategies’ll develop solid and polished stories that capture your audience’s attention from the first line.

Mastering these elements of UIL news writing will be instrumental in your success as a student journalist, setting you on the path to winning in competitions and beyond.

References:

  • Hawthorne, B. (2011). The radical write (4th ed.). Jostens.
  • Slavens, J. (2011). UIL journalism training packet. University Interscholastic League.
  • Texas University Interscholastic League. (n.d.). News manual.

Diffit and Speech Communication—Creating Accessible Handouts for Dual Enrollment Students

January 8, 2025 9:17 pm

In my Introduction to Speech Communication course, providing students with accessible resources is key to success, especially when balancing high school and college-level expectations. With Diffit, I can easily create differentiated handouts that cater to various learning styles, ensuring all students can grasp complex communication concepts.

Diffit’s ability to automatically generate tailored materials allows me to create handouts that reinforce key course content, whether I’m teaching the components of effective speech or principles of audience analysis. Research suggests that providing structured, accessible materials helps students engage with the content and improves comprehension (Titsworth, 2004). Whether printed or used digitally, these handouts allow students to review critical information at their own pace.

For any educator managing a dual enrollment course, Diffit is a valuable tool for enhancing accessibility and student understanding. Enhance your lesson planning with Diffit—automatically create differentiated learning materials in seconds! Sign up using my referral link here and experience the ease of personalized instruction.

References:

  • Titsworth, B. S. (2004). Students’ notetaking: The effects of teacher immediacy and clarity. Communication Education, 53(4), 305-320.

Brisk’s “Streamline Assignments” Feature – Simplifying Feedback and Classroom Management

January 7, 2025 10:56 pm

Managing assignments and providing meaningful feedback can be time-consuming for any educator. That’s where Brisk’s “Streamline Assignments” feature excels. This tool simplifies the assignment workflow, allowing teachers to provide timely, engaging feedback that students can easily understand and apply.

Research highlights the importance of feedback in the learning process. Hattie and Timperley (2007) found that clear, actionable feedback can significantly impact student achievement. Brisk facilitates this by enabling teachers to streamline the feedback process, creating opportunities for students to reflect and improve. Additionally, by managing assignments efficiently, Brisk helps teachers focus more on instruction rather than administrative tasks.

Brisk’s “Streamline Assignments” feature is an indispensable resource for any educator who wants to enhance student learning while saving time.

Streamline your teaching and engage your students with Brisk—sign up using my referral link here and discover how Brisk can transform your classroom!

References:

  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Ensuring Consistency in AP Style with Class Companion

January 7, 2025 9:17 pm

Mastering AP Style is a crucial aspect of UIL journalism competitions. From news writing to feature stories, students must demonstrate consistency in applying AP Style across different types of writing. Class Companion simplifies the process of learning and applying these standards, making it easier for students to improve their accuracy and consistency.

1. AP Style Practice Quizzes

Class Companion offers customizable quizzes that focus specifically on AP Style rules. Students can practice everything from proper punctuation and abbreviations to capitalization and numbers. Regular quizzes help reinforce AP Style guidelines, ensuring students retain this knowledge.

2. Immediate Feedback for Quick Corrections

One of the most powerful aspects of Class Companion is the immediate feedback it provides. When students submit assignments, they can receive automatic alerts for AP Style inconsistencies, enabling them to fix mistakes before final submission. This helps build good habits over time.

3. AP Style Reference Guides

Class Companion also allows students to access AP Style reference materials directly within the platform. If a student is unsure about a specific rule, they can quickly reference it while working on their writing assignment, reducing errors and improving overall consistency.

Tip: Assign weekly AP Style practice tasks through Class Companion, focusing on different sections of the AP Stylebook each time. Students will become more confident in their writing as they consistently apply the rules in both practice and formal assignments.

Help your UIL journalism students master AP Style with Class Companion—sign up today using my referral code here and watch their writing improve!

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