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Teacher to teacher
When my principal announced that this year’s focus would be on student assessments, I worried about the meaningless 1's my English language learners would receive on the writing or reading assessments at the end of every unit.
While many feel comfortable teaching historical events within a rigorous context by using primary sources and other resources, teachers may be more tentative about tackling other topics, such as the Supreme Court, that are more nuanced and harder to analyze.
Teachers are always looking for compelling ways to spark students’ interest and engage them in meaningful discussions. One strategy that works is small-group Socratic symposiums on questions developed by students.
I’ve been working with struggling readers to use annotation as a method for reading difficult texts. I encourage students to slow down and annotate what they understand while reading.
This high school math teacher, who won a 2013 Sloan Award for teaching, fosters grit in her students by giving them a limited amount of choice in their assignments.
Building a classroom community — the cornerstone of any successful early childhood program — goes far beyond learning names and class rules.
After discussions with many students and teachers, I have come to believe that what often ends up being left out of writing instruction and yet is at the heart of teaching students how to write is guided practice – specifically guided practice in the form of interactive writing.
You didn’t cause it, but one of the students sitting in front of you this year with learning disabilities or attention deficit hyperactivity disorder (ADHD) may have already given up on learning.
Students who struggle in reading and writing often become disengaged with traditional instructional methods. It’s crucial, therefore, to develop instructional techniques that promote engagement and move students along the academic continuum.
The beginning of a new school year is filled with excitement and, undoubtedly, stress. Whether you are teaching the same grade and subject or headed to something new, getting back into the swing of things is not always easy.
For teaching about 9/11, the September 11th Families’ Association recently published an excellent resource based on the stories of various kinds of people affected by the attacks.
Although there is an emphasis now on teaching informational texts, making space in the curriculum for poetry can benefit students. Poetry allows both thought and silence on the page and has myriad forms. Especially for students who are not always eager readers, the range of poetry presents a compelling entry point.
Being an effective teacher requires more than simple mastery of the subject being taught. It also requires that you have good class management strategies set in place because a classroom that runs smoothly is the classroom that learns.
Play is steadily disappearing from kindergarten, which can have negative consequences for children’s academic success. This was not the intent of the Common Core. High-quality Choice Time experiences contribute to the overall development of a child.
How do students acquire the literacy skills to succeed in life? Here is an approach one educator took.
The development of caring bonds between teachers and their students not only nurtures healthy emotional and social development in young people but can also improve academic achievement. My students succeed because they believe I care about them. This motivates them to believe in themselves, stay focused, work hard and never give up.
One of the biggest challenges that I have grappled with as an educator is how to help students write. Students can develop creative, reasoned and intellectually stimulating thoughts and responses to questions. However, they often lack the grammatical tools needed to best communicate their ideas.
With the current conversation about the common core and college readiness, it is necessary for students to learn as early as elementary school how to talk about their learning. We should expose children to the different modes of learning and help them articulate which one suits them best.
After several days of listening to my 11th-grade students loudly voice their disinterest and confusion as we worked — or, more precisely, slogged — our way through Arthur Miller’s “The Crucible,” they were suddenly begging me to keep reading to them.
Toe to toe across a desk, we examine a project together. Nothing supplants the time spent during a one-on-one conference in propelling students’ progress — not just with their work, but with their growth as human beings, too. Too often students sit lost in a sea of other seemingly knowing bodies, afraid to admit they don’t get it.
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