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Teacher to teacher
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.
Teacher to teacher | September 5, 2013 >>
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.
Teacher to teacher | June 27, 2013 >>
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.
Teacher to teacher | June 13, 2013 >>
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.
Teacher to teacher | May 30, 2013 >>
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.
Teacher to teacher | May 16, 2013 >>
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.
Teacher to teacher | May 2, 2013 >>
How do students acquire the literacy skills to succeed in life? Here is an approach one educator took.
Teacher to teacher | April 11, 2013 >>
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.