• Bringing Humor into your Classroom!

    Recall the teacher(s) who you remember the most from school days. Give it some thought! Why do you remember her/him more than others? What is this memory that has stuck in your mind after all these years? What makes a teacher memorable?

    Your mind is now flashing back to those old days! And, most probably those gold days! You may laugh or feel nostalgic and it will show on your face! Surely, this is not due to a concept that your teacher has explained at that time! or an objective that you have accomplished! Or, even a skill that you have mastered! This is eventually due to your feeling when your teacher cared about you, listened to you, was kind with you or made you laugh! Now, you will not remember the words that she/he said and was beyond this feeling, but surely you will remember how the words made you feel!

    Teachers who impact you are rare, but their impact is monumental. It is rare to have teachers who care about creating happy moments with their students and bringing humor into the classroom! Many teachers value bringing humor to their classrooms and try doing so. However, they lack the necessary skills to merge between a disciplined and a happy class. These teachers still relate teaching to seriousness and strictness. They believe in this as a mean to maintain order and discipline in favor of maximizing students’ learning moments. A teacher told me once that she has to be strict all day or else she will loose control over her students. She said that the moment she tries to informally talk and laugh with her students, they stop working and start talking and playing around in uncontrolled way. Afterward, she has to put huge efforts to regain classroom control. This pushes her to be strict all time!

    The power of humor in the classroom!

    Here, I recommend authentic teachers who build a culture of mutual respect. Teachers who live the moment with their students and enjoy it while enforcing classroom rules and regulations. Teachers can be strict without being mean! Strict in implementing the consequences they agreed on with their students for every action being good or bad. Consistency in enforcing the rules and the consequences is a key to make your rules a habit and consequently the key to success!

    Teachers must find a balance between creating a learning environment and having joyful classroom moments. These practical strategies will help bringing humor to the classroom while maintaining an adequate learning environment:

    • Add to the lesson plan cartoons and comics related to your subject matter.
    • Assign a homework asking students to create jokes related to the lesson. Let students share the jokes in the classroom. Students enjoy their friends jokes and may laugh out loud for a silly joke!
    • Make fun of a situation that happens in your class or even from your shape. For example; you can make fun from your shape if you are a fat teacher, by asking for a bulldozer to help you stand up from your chair.
    • Tell a funny anecdote about a situation that happens with you! You may even create it!
    • Play on words (Generate puns). Teachers have to be witty to be able to play on words and make fun of them. However, if you don’t have the ability to do it yourself, search the net for a way to play on the intended words. Check this pun generator for some hilarious ideas. Include it in your lesson plan without students noticing that you are rehearsing a joke! For example, consider yourself a grade one teacher and every time you want to ask them to add a question mark, you say add the “question shark!” Then, you pretend that you said it by mistake! Can you hear these kids laugher and giggles? I can!
    • Add physical act outs to your performance. Instead of just telling your students about a butterfly flying in the sky, you can fly like it in class while telling your story. Moreover, Meow like a cat and bark like a dog in Kindergarten and lower elementary classes whenever the class concepts require this will add a lot of humor to the class routines.

    While using humor in the classroom always consider the following:

    • Never laugh on your students’ mistakes or behavior.
    • Consider the age level of your students while telling a joke. What makes you laugh may not make you student laugh and the reverse. Also, be sure that your joke matches your students’ level of understanding or else you will laugh alone.
    • Know your students well and gain their respect before you you bring humor to your classroom.

    Cultivate any opportunity to make your students enjoy your sessions while keeping the standards up to your expectations. Kids allover the word are suffering nowadays from emotional distress! let the classroom be the place where your students talk, laugh and learn. And always make sure that your class is the space for your students to express themselves freely and respectfully without fear of judgements. Share with us a memory from your school days that you owe for such hilarious teachers.

  • 5 steps to make asynchronous learning student centered interactive learning.

    Distance Learning has become the prevailing mode of learning for the majority of students during the pandemic. The two forms of distance learning are asynchronous learning and synchronous Learning.

    What are the 5 steps to make asynchronous learning student centered interactive and effective learning?

    Plan for asynchronous learning using the 5 E model.

    # 1- Engage students using an interactive tool Google slide, Padlet, Jamboard, etc. by a brainstorming question.

    Catch your students attention from the start. Post something they are curious about and interested in. Let them Brainstorm for the posted question in one place using any of the above tools. Your students will get inspired by their friends interaction!

    #2- Push your students to explore the concept at hand.

    Provide your students with online resources that help them explore safely. This can be: online articles, videos, recorded sessions, animations, stimulations, online games. etc. You can ask them to work individually or as team. They can record their findings on any of the the interactive tools listed above.

    #3 Now it is the time to explain.

    Who can do this part? The teacher, the student or any educational material can do this part.

    You can provide students with a place to post their questions in the go. Afterwards, you can either ask for peer help to answer the questions or you can do it yourself. It is education! Always Light a fire!

    #4 Here, comes the best part where you have to elaborate on the studied concept.

    Extend and elaborate by connecting the concepts to daily life situations. Also, you can differentiate and elaborate based on students need and interest! Students exploration will inspire you in this step!

    #5 Finally, the evaluation part.

    Actually, I see this part in every step. It is an ongoing process that will help students in their learning and will help you to modify your teaching.

    But , who said, you are the only one who will do this part?! Always think of self evaluation and peer evaluation!

    Until my next blog, happy learning!


  • 10 First Day of School Tips For New Teachers 👩‍🏫

    Back to school is overwhelming for new teachers. While they will be eager for their first teaching experience, they will also feel anxious about dealing with 24 to 30 students in their classroom. These teachers may have attended classes as students- teachers in their practicum university courses. But, now the scenario is different! The class is their responsibility! Don’t panic! You will do great and you will learn a lot, even more than your have learnt at university while pursuing your major. To help you have a smooth and effective start, consider these 10 tips:

    1- Plan, plan and then plan a little more. Plan for students with different academic levels, interests, learning styles and backgrounds. Teachers have to differentiate their planning to keep these students engaged and interested in their session. Consider having students who know everything you planned to address in your classroom. These students will feel bored in your session and will disturb your class if you haven’t planned ahead a challenging material addressed specifically for them.

    2- Prepare an if-then list. It is good to jot down the challenges that you may face in the classroom or the questions that your students may ask and your expected solution/ answer for every point. This will help you be ready for the different classroom situations and will give you enough time and space to search and ask for the proper way to deal with each.

    3- Ask an experienced teacher, your mentor or your coordinator to share with you their classroom experiences. This will benefit you gaining a better idea about your classroom expectations. Reading theoretical literature of best practices is highly important for a new teacher. However, listening to common school and common classroom teachers will give you adequate insight into the real students you will teach. This is because these teachers know well your students’ cultural and environmental background. Hence, reading literature teachers’ first day best practices and listening to the school teachers’ experiences will let you know where you are going . It is said: “If you don’t know where you are going, you’ll end up someplace else.” – Yogi Berra

    4- Establish your classroom rules and consequences from day one. It is recommended to build these rules with students and make them your reference for the whole year. Your consistency in following up the rules and the consequences is the key element for your classroom management.

    5- Prepare all the materials that you may need in the classroom ahead of time. You can have a box for day one and another for day two, if needed. It is crucial to be organized and ready for your session. Students will be aware of all these details and will trust you more when they notice your readiness and organization skills.

    6- Get to know your students well from day one. This, helps you revise your plan for next day. You may need to amend in accordance! Don’t worry, this is normal! Your lesson plan must be flexible and you may modify your plans based on your classroom needs and requirements. Also, it is highly recommended to start memorizing your students names from day one. Afterwards, calling them by their names will reveal your care and respect to every individual in your classroom.

    7- Give clear instructions and be consistent in making the students follow them. Check this link for the best way to deliver classroom instructions.

    8- Introduce yourself in a friendly and smart way. The first impression you give to your students is crucial in building healthy relationship with them. I recommend sharing briefly your academic background. This helps in building trustful and respectful teacher-student relationship.

    9- Be ready for plan B especially when it comes to technology. Practice using the school platform and any other needed tool before you come to class.

    10- Share with your students your expectations regarding their assignments, assessments, copybooks’ organization, etc. and walk the talk from day one.

    Finally, believing in yourself and your abilities will be the biggest aid in all your endeavors.

  • 10 reasons for implementing Inquiry-Based Learning in your classroom.

    Teachers should strive to implement Inquiry Based learning (IBL) in their classrooms for the following 10 reasons:

    1-IBL is a student -centered approach rather than a teacher-centered approach.

    2- Enhances students’ autonomy and empowerment.

    3- Fosters students’ motivation and passion for learning.

    4- Makes real-world connections.

    5- Creates life-long learners.

    6- Hones students’ natural curiosity.

    7- Builds inquirers who are able to ask questions and seek answers through the inquiry process steps.

    8- Develops students’ twenty first century skills such as critical thinking, collaboration, communication, etc.

    9- Promotes in-depth knowledge.

    10- Elevates students’ self-efficacy and self- confidence.

    Isn’t worth it to implement inquiry lessons in your classroom? Wait for our series of inquiry based lessons!

  • The stick insect!

    Look at this photo? What do you see?

    A stick on the door mesh screen.

    At first glance, I saw a stick. I came close to catch it and throw it away! But, all of a sudden it moved! Huh, it is not a stick! Here, I realized it is an animal that camouflaged to a stick! I moved it to the ground to see it on the floor. It changed its color to blend again with the floor! How amazing is it to observe this animal! As an adult, I was fascinated by it! How about kids?

    I am sure that if kids see it moving, they will think that the wind is moving it! They will not easily believe that it is an animal! It is blending in a perfect way to protect itself from predators! I googled this type of animals to know more about it. Thank God it is a herbivore and it’s not poisonous. Or else, kids will get hurt from it. I do believe that God has created all this mix in it for a purpose!

    And here a call to the science teachers worldwide: be sure your students are exposed to such observations and experiences before you introduce the camouflage concept at class! Also, parents can have an effective role in this by encouraging their kids to play in the outdoors and to explore the natural environment in their vicinity. Isn’t it more healthy for the proper development of your kids to leave technology behind and enjoy their time in nature?!

    If you are interested to know more about camouflage and specifically about the stick insect, read these interesting articles.



  • Inquiry- Based Learning: The steps of IBL and its four types.

    What is Inquiry Based Learning?

    Inquiry Based Learning (IBL) is a pedagogical approach through which one asks or formulates testable questions and investigates them seeking the solution. It triggers students curiosity and develops their critical thinking skills. IBL emphasizes the students’ role in the learning process. The level of Inquiry Based Learning depends on the degree of the students’ autonomy in the learning process.

    What are the steps of Inquiry Based Learning?

    • 1- Pose a question/define the problem.
    • 2- Conduct research/ Plan and carry out the investigation.
      3- Collect data.
    • 4- Analyze and interpret data/information.
    • 5- Share the results .
    • 6- Draw out a conclusion.

    In spite of these steps, teachers can approach the process in variety of ways depending on the studied topic.

    What are the different levels of Inquiry Based Learning?

    1- Confirmation Inquiry

    Teacher: poses a testable question and provides students with the procedure (design) that they have to go through to a pre-determined and known end result.

    Students: Proceed with the investigations till they reach the end results and confirm them.

    The confirmation inquiry reinforces prior knowledge.

    2- Structured Inquiry ( directed inquiry)

    Teacher: poses a testable question and provides students with the procedure (design).

    Students: Students perform the investigation following the procedure prescribed by the teacher.

    This is a cookbook inquiry. Students follow a recipe step by step till they draw a conclusion.

    3- Guided Inquiry:

    Teacher: Teacher only poses a testable question for students to investigate. Teacher scaffolds students’ investigations.

    Students: design an experimental procedure to investigate the question.

    4- Open Inquiry

    Students: take the lead in proposing and investigating their own questions.

    Teacher: Supports students throughout the learning process.

    What type (s) of inquiry do you implement in your classroom? How can we you take it into a higher level?

  • Living thing, Non-living thing or what?

    I have always been connected to the nature of science NOS, to the questions that students ask about controversial scientific topics and to the debates we hold in the science classroom. However, this time I had this debate at the personal level with my nephew Zayd – a 6 years old grade one student. The two of us were watering the walls of a newly built garden room.

    Cement Wall

    I highly recommend creating a role for kids in home duties while taking all safety measures into consideration. This helps them thrive and learn by observation ( Watering concrete few days following the pour strengthens it since the chemical reaction that helps strengthening the concrete needs water). The time we started watering the wall Zayd said: “Why are you washing the wall?”

    Me: Actually, I am not washing it! I am watering it!

    He looked with his curious eyes and said ” Why? Does it need water?”

    Me: Yes, it needs water! Water strengthens the concrete added to join the concrete blocks that are used to build the wall.

    Zayd: But it is non- living thing! Why does it need water?

    Zayd related this to his science lesson. He studied this year about Living things and non -living things and this is the definition of Non- Living things in his Fusion Book!

    Non Living Things

    Here, I said “Yes, it needs water to become stronger! But it doesn’t grow and reproduce!

    Zayd said: “The wall was short two days ago! And now, it is tall!” He laughed and said: : “Is the wall growing?

    Me: ” Yes, you are right! Now, it is taller than the previous time we saw it. Do you know why does it become tall?”

    Zayd: “The worker stacked the blocks above each other and the wall became long”

    Me: ” Yes, You said it! the worker stacked them 🙂 So, it is not growing by itself!

    Here, I noticed from his sparking eyes that he got convinced by my answers!👍

    Being science majored, I was able to follow up with the curious kid ( Zayd) till the end. However, many parents and teachers are killing kids’ curiosity. Parents by saying “you will know this later” and teachers mainly by redirecting them to the lesson plan process and procedure. We, as educators must nurture kids’ curiosity as it is a way to enhance their creativity. From my experience, I found that the question parking lot is a good strategy to follow up with students’ questions while at same time staying on the lesson plan track.

  • The effects of boredom on students’ learning and the 10 golden rules to assure learners’ interest in your classroom.

    In the previous post, I identified the 10 reasons behind students’ classroom boredom. Now, I will tackle the effects of boredom on students’ learning and the 10 golden rules to assure learners’ interest in your classroom.

    Effects of students’ classroom boredom on their Learning:

    The major effects of students’ classroom boredom on their Learning are:

    • Inattentive students during the session.
    • Detrimental effect on academic achievement.
    • School avoidance.
    • Risk of dropping out.

    We are all aware of the fact that one of the above effects may lead to the other effect and so forth. For example, students who are inattentive during the session may feel disconnected from class, and consequently they will be at the risk of dropping out. Or in another way round, students who are inattentive during the class will face difficulty maintaining their good academic achievement. This by itself may lead to their dropout. Teachers, parents and students have be aware of the vivid and apparent correlation between inattentiveness during the classroom, academic achievement, school avoidance and dropping out. They have to work hand by hand to break this chain by finding means and methods to suppress students’ classroom boredom and elevate their interest in learning.

    The 10 ways that help you assure students’ interest in your classroom:

    1. Ask thought provoking questions to wake up students’ brains and get them buzzing. Be alerted to the fact that this point works with high achievers who feel the challenge to compete answering such questions. On the contrast, low achievers will feel embarrassed and adopt the passive engagement. Hence, we advise to differentiate the questions by asking two levels questions and giving students the choice to answer the one that appeals to them.
    2. Encourage open discussions and debates in your classroom. Ask an open ended question and give the chance for all students to answer. Encourage them all regardless of the level and the value of the given answer. In such discussions, you hear every voice in your classroom!
    3. Use one of your hidden powerful tools; your voice to keep students attached to your classroom discussions. Change your voice pitch and tone during the session. Sometimes, you have to use an expressive, sincere voice while the other time, it must be a harsh one. knowing how to best use your voice is a talent that you have to develop. I believe that it looks like playing an instrument; you have to practice playing to best use it.
    4. Use a variety of engaging teaching methods that boost your students’ engagement and learning. We all know that “Normal is so boring.” so let us avoid normal in our teaching! Always think of the varied teaching strategies and methods while preparing your lesson plan! They can be simply and easily added to your lesson and will effortlessly amplify your students’ engagement:
    5. Use gamification to enhance your students’ engagement. Integrating gamification into your lessons is crucial to turn repetitive, plain, boring material into interesting, motivating and quickly attained concepts. Gamification appeals to students as you are taking them to their comfort zone to introduce abstract concepts.
    6. Engage students by using humor in the classroom. When properly used, adding a little fun and excitement to you classroom is like the pepper you add to your food to differentiate its taste! It keeps students on task and guarantees enjoying the learning process.
    7. Give your students time and space to move in your classroom. Students mustn’t sit still all the session! Prepare activities that require their structured moving. In this way, you channel their energy into a learning activity!
    8. Add the brain breaks to your lesson plan to help your students focus. Surprise your bored grade three students by saying ” Saymons Says write on your white board a noun! Saymons says: raise your board up! Saymons says erase the white boards! By a small twist you ignited the fire in your class and you can see the sparkle in the eyes of your kids! Always evaluate your students’ mood and twist accordingly!
    9. Add attention grabbers to put your students smoothly back on task! You can use any of these attention grabbers (getters) to attract your students without shouting and screaming in class. They are best used to start a lesson, for the transitions between activities or to direct the class.
    10. Add cheers to praise your students and motivate them. These are additives that help connect your students to the learning process and encourage them to participate effectivity during the session.
    Attention Grabbers

    Turning the above ten points into teaching habits and routines will trigger students’ interest in learning and keep them on task. However, In spite of all the aforementioned points, teachers have to expect some students announcing that they are bored during the session! Don’t be surprised or frustrated! “Bor-ing,” is a word you hear from kids even while they are playing.

    Additionally, even though some view boredom as a prime enemy of education, others see that boredom has its positive effects and a little of it is a gift to boost creativity.

  • 10 reasons for classroom boredom.

    Classroom Common Challenges and Suggested Solutions!

    We make the learning journey easier for you! One classroom management tip a day keeps your stress away!


    Students get bored in the classroom.


    A major and pronounced dilemma many teachers face is students’ boredom in the classroom. Teachers, parents and students claim that boredom is the root cause of losing interest in school. Hence, we have to address: What is beyond students’ boredom? What is the impact of boredom on students’ life and their learning? and, How can we tackle boredom in the classroom?

    Shot of a young boy looking bored at his desk in a classroom

    Let us start with addressing the reasons beyond students’ boredom in the classroom. As all of us know, half the solution is identifying the reasons behind the problem (actually the most crucial half).

    The 10 causes beyond students’ classroom boredom:

    1. Teaching in slow pace, explaining easy concepts, and repeating the same ideas, cause boredom specifically for gifted students and high achievers. These students complain from attaining the concepts quickly and getting bored from listening to the teacher repeating and simplifying the same concept for their classmates over and over again.
    2. Lack of interest in the subject, due to its abstract concepts, technical terminologies and/ or lesson irrelevancy to daily life, is a common initiator of boredom in the classroom. Students always ask: Why are we studying this lesson? How do we use it in daily life? How knowing these terminologies will help us in life? How is it related to my future career?
    3. Lack of motivation is a common cause of boredom. Some students aren’t intrinsically motivated to learning and at the same time they don’t find any incentive to perform well. They disconnect from the learning process
    4. Lack of challenge is at the base of students’ boredom in the classroom. We all know that “A life without challenges is boring.” How about a school day with six or seven continuous teaching hours without challenge!
    5. Low achievement in the subject and lacking the essential skills needed to stay on task. Low achievers may not be able to follow up with the lesson. They got detached from the class discussions, activities. etc. This leads to their boredom.
    6. Socially Isolated students who are not able to build relations with their classmates are vulnerable to boredom.
    7. Lack of discipline in the class may cause boredom to a group of students who fight to learn amid all the noise in the class. Those students will get bored after several attempts to stay connected with a helpless teacher who is not able to manage the class.
    8. Monotonous Classroom is one of the dreadful reasons beyond students’ boredom since it almost affects all the students in the class regardless of their level. This results predominantly from traditional teaching methods where teachers teach on the board and the students passively listen and share while seated all day on their chairs.
    9. Teachers’ stiff facial expressions and monotonic voice tone are natural triggers for students’ boredom in the classroom. Don’ t expect students to stay attached and connected to the class discussions in such cases! Teachers’ facial expressions must convey messages and their voice tone must put the class on fire!
    10. Lack of autonomy is a hidden cause of boredom. Students feel controlled by the educational system and trapped by its requirements. Some consider they follow the wants and the needs of the school and their parents without themselves having a say in the decisions.

    I advise each teacher to reflect on the implemented learning process and try to identify the reasons behind students’ boredom in the classroom. Addressing the problem will help solving it!

    It is good for us as teachers to put ourselves in the students’ shoes. Let us spend one day in students’ place and reflect on it! We can’t say I used to learn this way! Things has changed since that time. Some of our students come to school emotionally unprepared to learning! These students are the product of an unhealthy parenting! Parents must be guided to the proper way of raising their kids. Moreover, our students are the product of a digital era that is shaping their needs and preferences and hence it must shape our educational system.

    Till the next blog with the suggested solutions that help us successfully tackle boredom in the classroom.

  • Ohh these mystery kittens 🐱 🐈‍⬛ !

    It was a beauteous and pleasant afternoon, calm, warm and breezy. A perfect change from the stormy and snowy winter we had this year.

    I was tutoring a group of five students on a large balcony. As I told you before, one of the Neo Vision college programs is an in-person after school program.

    Students were focusing on their learning when we were continually interrupted by the low -pitched sound of kittens. We thought that the kitten mewing sound is coming from the nearby fields. With time we allocated the origin of the sound and recognized it coming from the balcony closet. I approached the closet cautiously and slowly. I opened it to be choked by the presence of the three kittens pictured above. I called my students to join me and observe these beautiful creatures.

    We enjoyed watching them for a while, then we continued our regular work.

    Next day, I wanted to check on the kittens to be surprised with an empty closet!!! As if I had dreamt the whole scenario. I searched for them everywhere knowing that cats are notorious for hiding in unpredictable places. But my search didn’t yield any result.

    Till now, I am still asking myself: “Where did these kittens go?” The closet is high! It is easy for the cat to jump up into it alone! But, how did it jump down from it with the three kittens?

    This brought to my memory a similar incident that happened previous year. A cat (maybe same one) had its kitten in a box on the same balcony. That year, I shifted the kittens box from one place to another. I came 2 hours later to see the box empty!

    Learning in the outdoors.

    I wondered! Why did the cat move its kittens? How did it do move them quickly? Did its instinct help it moving them that quick? Did it hold every kitten and jump with it from the second floor to the first floor? Questions with no answers!

    I admit that I don’t know that much about cats life! However, now I am curious to search and know more about these tiny mysterious creatures.

    Next year, I will have an overnight watching the kittens! I would like to spot the cat moving its kittens. I would like to know how will it move them safely from such a high place? I am curious to know how much time does it need to move them!

    I found here an interesting website that has answers to some of my questions.


    Happy blogging till we meet again!

  • What High Order Thinking (HOT) Questions can you ask in Organic Chemistry?

    Recently, I assigned a Chemistry formative assessment for my grade 12; LS and GS students* in the Functional Groups chapter.

    The main objectives of this chapter are:

    • Classify organic compounds into families based on their functional groups.
    • Identify the functional group(s) present in the organic compounds.
    • Name organic compounds from their structural formula.
    • Draw the condensed structural formula of organic compounds.

    The most frequent exam questions when it comes to this chapter are:

    • Name the following organic compounds. Here, the condensed structural formula will be given.
    • Draw the condensed structural formula of the following compounds.
    • Identify the functional group in the following compounds.

    As you can easily notice, the type of the aforementioned questions are first-order level thinking questions according to BLoom’s taxonomy.

    As mentioned above, to evaluate students in this chapter, I usually draw organic compounds from the different families ( Alcohol, Aldehyde, ketone, Carboxylic acid, Ester, etc.) and ask students to nominate them or I ask them to draw the listed compounds ( Organic compounds from the different families). See sample quiz!

    However, for this formative assessment, I wanted to shake up the ordinary. I wanted to find to what extent we can ask high-order thinking questions in this chapter. I wanted to check by myself the limitations and the points of strength of such type of questions. I performed the following quiz (HOT question) for my students.

    Quiz: Organic Chemistry Nomenclature (HOT question)

    Draw the condensed structural formula of 7 different organic compounds from the families you encountered in the Functional group chapter. Nominate them.

    Strengths of this quiz (HOT question)

    • Reduces Paper consumption. Lebanon is suffering from an economical crisis that urged schools to ask for reducing papers consumption.
    • Fosters students’ independence and autonomy. Students were free to choose any compound and nominate it. They revealed verbally their enthusiasm to this open question.
    • Encourages and motivates students. One of them said when I orally asked the quiz question: ” This is cool”.
    • Helps students think of all the IUPAC nomenclature rules to avoid irrelevant choice of organic compounds.
    • Helps students process the material more deeply. Students will not only check the correct answer after the quiz. They want to know why the compound they have drew in the quiz doesn’t make sense and what modifications they have to do to make it correct. etc.
    • Reveals students’ misconceptions.

    Limitation of this quiz (HOT question)

    Time it needs to correct such a quiz as compared to the previous aforementioned quiz. It took me time to check each compound and the way students named it. Every time you have to count the chains and be sure they have considered the longest chain as the main one. etc. However, the joy of reading the variety of my students answers outweighs the time needed to grade them.

    This quiz question can be extended to a home research:

    1. Does this compound occur naturally?
    2. List some of its properties.
    3. Where is it used? Does its usage have downsides? Do its usage-benefits outweigh the downsides? etc.

    Here is a sample of my students’ answers. Always proud! Almost all of my students excelled in their answers. I have added a sample to show the variety of answers, and the possibility and the easiness of making mistakes!

    Student answer Sheet

    Enjoy teaching! And always think of it as a passion and not a profession! Or else, if you are teaching in Lebanon, you will quit it! See the reasons 🙂

    Note Point: In Lebanon Grade 12 is divided into four tracks: Life Sciences (LS), General Sciences (GS), Literature and Humanities (LH), and Sociology and Economics (SE). Upon completion of grade 12, students sit for the official Lebanese Baccalaureate exams in their respective tracks. Successful students receive the Lebanese Baccalaureate Certificate of Secondary Education (Shahaadat Al-Bakaalouriya al Lubnaaniya l’il-ta ‘liim al-Thaanawi – Al-Thanawiyah Al-Aamah Al-lubnaniah) or the Technical Baccalaureate (Al-Bakaalouriya al-Fanniya) (CRDP).