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Teacher to teacher
Teacher to teacher | October 1, 2015 >>
Cultivating and celebrating trust and respect among adolescents in New York City is what student-written YCTeen magazine is all about. Teachers in New York City public high schools can get the print magazine for free.
Teacher to teacher | September 10, 2015 >>
To get high-needs students to grow, learn to connect with and appreciate the arts, art teachers need to frontload with materials, vocabulary, sentence starters and time in the museums and galleries of New York City.
Teacher to teacher | July 10, 2015 >>
Grammar isn’t typically a favorite part of English language arts for students or teachers.
Teacher to teacher | June 4, 2015 >>
Your first foray into technology and online units can be a toe dip. Use the resources and skills you already have to create something that will work for your students.
Teacher to teacher | May 7, 2015 >>
Think alouds are also a great way to assess if your students are understanding the material. If they are able to explain how they reached their answer, then you know they wholly understand what are you teaching, rather than just taking a guess.
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.