Plastic shoeboxes: a durable resource for classroom organization

My first post about classroom organization seemed pretty popular, so I wanted to write another post about how I organize classroom supplies.

Since I teach secondary English, occasionally I have students create projects that require them to cut, glue, draw, and color. And because of this, I need to have scissors, glue sticks, rulers, colored pencils, markers, and crayons in my classroom.



I keep them organized in clear plastic shoe boxes. These shoeboxes provide many benefits: they stack nicely, they are durable, and you can see their contents. I also use similar boxes to organize my son's playroom. I purchased these shoeboxes more than four years ago and they are still working great. I don't think I will need to replace them for quite some time.

I have a built-in shelving system in my classroom. My white boards actually slide on this system and hide the contents within. All of the shoeboxes with the classroom supplies fit inside.

The shoeboxes keep all of the supplies organized, and they also make it easy to get the supplies ready for students to use. Generally, I like to have two boxes or markers and two boxes of crayons, that way I can place them in multiple places throughout the room for student access.

How do you organize your supplies?

How to score FREE crayons!

I've got crayons. I've got hundreds and hundreds of crayons, and I got the all for free!

Now you might be asking yourself, "why does a secondary English teacher need so many crayons?" And, the answer is simple. I use them almost every single month when I have my students write essays. Since I teach a lot of ESL students and struggling writers, I use crayons when I teach writing so that my students color code their thesis to correspond with the matching topic sentences. They really seem to understand organization more when they can visually see that every proponent of their thesis statement needs to be accompanied by a body paragraph in their essay.


Now, everyone can get hundreds of crayons for free. I started rounding up my stash even before I was a credentialed teacher.

As I was earning my teaching credential and Master's degree, I worked part time as a waitress in a restaurant. I noticed that every kid that walked through the door received their own box of four crayons. However, the restaurant that I used had a policy to not reuse crayons. So every time the bussers would clean the table, a perfectly good box of new or almost new crayons was thrown away. What a waste!



I talked with my manager and then with the bussers. Everyone agreed that saving the crayons was a good idea. I placed a crayon donation station near the bussing section in the back area of the restaurant, and all of the bussers and servers were on board. Save the crayons for future use in schools!

If you notice, many restaurants follow a similar practice. They throw away practically new crayons. These are crayons that can be used by kids across the nation. Kids who need these supplies! If you have a restaurant that you frequent regularly, speak with the manager about saving the crayons. You can even supply a plastic box for their storage. If they agree, you will be amazed at how quickly the crayons add up. Sure, you will most likely only get three or four colors, but for color coding essays, it is perfect

Student information organization

Organization was something I struggled with for my first few years of teaching. I wanted to have one area of my room dedicated to things my students need, but with 38 students and a classroom that wasn't built to accommodate that many, I needed it to be a small area.

So far I am finding that my current set-up works. As students walk into my classroom, there is a table and a bulletin board dedicated to things they need.


The table has three baskets on top of it. Two of the baskets are for my classes to turn their work in. I have one for each subject I teach.the other basket is for absent work. I usually get to this work later on. The students write the date of their absence on their paper and turn it in.


The table also has two staplers and two hole punchers on it. Sometimes I think I should probably out three or four staplers on the table. I make the staplers available to my students at all times because I cannot stand when students turn in multiple pages without stapling them together.

Directly above the table, I stapled three different folders to the wall. These file folders contain important information for my students. One holds their bell ringer logs. When a student needs a new one, they know where to find one. I also have a folder labeled, "while you were out." I put important information and handouts into this folder so that students can easily find information they missed. Finally, I have one labeled "no name papers." All no name papers get out into tis folder.

I post regularly updated grades on the bulletin board above this table.

So far I have found that this system works best for me, for now at least. How do you organize your classroom?



A Hands-on Learning Approach for Teaching and Assessing Writing Organization

How to teach and assess writing organization with a hands-on approach. This is an ideal writing lesson for middle school and high school English students.

As educators, we must always remain cognizant of the fact that students do not all learn the same way. Different strategies and different instructional practices reach students differently. I feel that this is especially true when working with EL students and students with special needs. That is why I try to incorporate as many different strategies as possible, and this one is one really gets the students working together and using their higher level thinking skills.

How to teach and assess writing organization with a hands-on approach. This is an ideal writing lesson for middle school and high school English students.
I recently had my journalism students complete this activity in class, but it works for all subjects.

The first thing you do if find text you want to work with. It can be non-fiction or fiction. It doesn't really matter. This strategy works with any text as long as it has some form of logical origination. Then, you cut the text into strips and mix up the strips. Finally, you place the strips of mixed up text in an envelope.

Since I did this activity with my journalism students, I used two news stories and challenged my students to not only separate the two different stories from one another, but also to reconstruct the stories and put them in order.


I had my students work together in groups of four, and completing this task took some time. The conversation generated from this activity was astonishing. They were telling each other why they thought one section of text needed to preceded another.

Once they thought they were finished, they would call me over to their group to see if they were correct. None of the groups got it right the first time. When there were errors in the organization, I simply pulled aside the text that was incorrectly placed. Soon enough, all of the groups were able to work together to piece together the news stories in the correct order.

I really like this strategy because it requires the students to work together, and it also challenges them in a fun and engaging way. They almost don't even realize that they are learning because they are so focused on "getting it right."

And of course, you can always make this more exciting by turning it into a competition.

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