Rather than jumping right into academic content, it pays to start the new year by creating an atmosphere where every student feels like they matter.
By Brianna Henneke Hodges
Quick! Name a goal of classrooms all across the United States for 2016-2107? Ding, ding, ding! To create a classroom of innovation. Teachers and administration alike are poring over the blogosphere and Twitterverse and attending conferences en masse to find this holy grail of transformation. And while there are innumerable treasures to be found in each resource, one very powerful ingredient in innovation is encouraging student voice in the classroom.
A combination of in-person and online lessons is the best way to teach today’s teachers.
By Karen Larson
We’ve all been there. You’re about to present to a room of 30 teachers and staff on a topic related to effective technology integration. Some brought notepads, others have laptops, some have only the agenda picked up at the door. You already know there is a wide range of engagement, skill levels, and interest in the room. First of all, you need to make sure that everyone in the room can clearly hear every word. Why not repurpose your classroom audio system for professional learning events?
Once you’re confident that you’re reaching your audience, how can you provide small-group professional learning opportunities that support all of them and takes into consideration those aspects that make adult learners unique? How do you respect their time and allow them to work at their own pace? How do you make sure the learning is relevant to their grade level and subject matter? That’s a tall order, and what you are about to do may not fit that bill. Consider a blended approach to professional learning
by Carolyn Hollowell
When I was visiting Darcie, a middle school teacher from Alberta, last month. She found herself dealing with a particular student who struggled with discipline problems all through the year. While we she was working with her small group, she heard the very same student perform very well during a group activity. Seizing the moment, she encouraged her for her brilliance. I noticed the impact that encouragement made on the student. It was almost as big as the grin on her face. With Darcie's support, she seemed more confident in herself and more productive that day.
by Carolyn Hollowell
Millions of students around the world struggle to pay attention in classrooms. These children and their teachers often feel frustrated by the end of the school day. Why? Research suggests that 5 to 11 percent of children, ages of 4 to 17, have Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). The students diagnosed with ADD or ADHD tend to fall behind in class or act out due to their inability to focus on activities in the classroom. They generally can’t focus on tasks as long as their peers, and this inability to focus can lead to stigmatizing students as discipline problems.
By Malissa Etie
Transitioning in the classroom, whether it is from subject to subject or small-group learning to whole-group learning, can make or break a lesson. Heck, it can make or break the whole day or even the school year.
Transitioning techniques are something all classroom teachers use, and they are a skill we educators must have. Regardless of how a teacher goes about transitioning from one thing to another, it is something that constantly needs to be tweaked due to the dynamics of the class or the end goal of the lesson.