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Teacher to teacher
Teacher to teacher | April 2, 2015 >>
Core Knowledge Language Arts, a Common Core-aligned ELA curriculum for elementary schools, has considerable strengths, though like all curricula, it’s not perfect out of the box.
Teacher to teacher | March 5, 2015 >>
I started a class contest among the sections of middle school students that I teach. Not only has it motivated individual students to be on task, but it has encouraged students to help their peers.
Teacher to teacher | February 5, 2015 >>
By guiding my students, I helped them overcome their insecurities with answering multiple-choice questions. Even my lowest-achieving students gained confidence as they actually asked for more multiple-choice questions to practice these strategies on.
Teacher to teacher | January 8, 2015 >>
The overarching question for all pedagogues remains the same: How do you get students to be engaged in learning while keeping their own interests in mind — and without losing your own mind?
Teacher to teacher | December 4, 2014 >>
Much like our 21st-century students, teachers today need be connected. As we become less isolated within the walls of our classrooms, opportunities to tune in and take learning into our own hands present themselves regularly — if we know where to look.
Teacher to teacher | November 6, 2014 >>
There is something all students get — a universal language everyone understands: positive reinforcement.
Teacher to teacher | October 2, 2014 >>
A 5th-grade teacher discovers the value of using artifacts in the classroom during lessons.
Teacher to teacher | September 4, 2014 >>
Do you count down the minutes at work or leave feeling defeated? Here are some tips about teaching that they didn’t teach you in college.
Teacher to teacher | June 26, 2014 >>
When I was in high school, my 10th-grade English teacher at Edward R. Murrow, Lou Frederick, changed the way I perceived the world. Frederick did this through a system called the “Deep Board,” which captivated our interests while doubling as a tool of positive reinforcement for our deep thoughts.
Teacher to teacher | June 5, 2014 >>
With our society’s increasing reliance on technology, writing and publishing have become immediate and public. Students no longer have to write only for an audience of one.
Teacher to teacher | May 15, 2014 >>
As teachers, we have all dealt with a child who is difficult to reach, and teaching that particular student can be a struggle. Here are some tips to assist you.
Teacher to teacher | April 17, 2014 >>
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.
Teacher to teacher | March 27, 2014 >>
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.
Teacher to teacher | March 6, 2014 >>
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.
Teacher to teacher | February 6, 2014 >>
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.
Teacher to teacher | January 16, 2014 >>
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.
Teacher to teacher | December 19, 2013 >>
Building a classroom community — the cornerstone of any successful early childhood program — goes far beyond learning names and class rules.
Teacher to teacher | November 14, 2013 >>
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.
Teacher to teacher | October 17, 2013 >>
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.
Teacher to teacher | September 26, 2013 >>
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.