In Educator Bandwidth, Jane Kise and Ann Holm provide ways to reclaim your energy, passion and time and to gauge your bandwidth with a survey. Factors include balancing priorities, focusing through mental habits, fueling your brain, and more, writes educator Stephanie Choate.
Dina Strasser has noticed a tangible impact when her classroom door is closed on a regular basis, as security suggests. “I am isolated, physically and socially.” Students are less likely to wander in. Teachers to wave or stop by. So she’s leaving it locked but open. Defiantly.
As students experience physical and emotional changes as part of adolescent development, body image can become a complex and sensitive topic. Reading books that explore body image can help. Kasey Short shares some favorite titles and questions for reflection and discussion.
Whether read individually or as a group study, Melissa Collins’ book will help educators understand the growth cycle of a teacher leader and to reflect on their own experiences. Collins includes teacher leader roles beyond the classroom, notes reviewer Stacy Haynes-Moore.
Collaborating on complex tasks builds relationships, a positive classroom culture for learning and a sense of accomplishment for each student. When the team wins, everyone is a winner! Deep learning expert Karin Hess shares tools to create authentic, time-sensitive projects.
Students need to know what to expect when they enter our classrooms, writes teacher Kelly Owens. Consistency on the front end paves the way for more student autonomy and engagement throughout the lesson. Three tips can help teachers achieve “the loyalty to learning we want!”
There’s an immense difference between rote memorization and giving students tools that allow them to work flexibly and thoughtfully with numbers, writes Kathie Palmieri. When kids learn number sense and can use multiple strategies, they have choice in how they solve problems.
The negative tone and unkind remarks adolescents use with one another make it tough to develop a classroom sense of community. They won’t learn to communicate appropriately without explicit instruction, write Samantha Layne and Susanne Croasdaile. Learn how UDL strategies help.
Lee Hancock’s “Talent Zones” provides a new perspective on developing talent and growing a healthy frame of mind in all our students and children – one that leads to confidence and success. School leader Virginia Hornberger urges teachers, coaches, parents to read it.
Making Questions Count / Self-Assessment
by MiddleWeb · Published 02/27/2024 · Last modified 09/16/2024
Not all students arrive in our classrooms, regardless of grade level, with the ability to self-question. We can support the development of this capacity with two strategies: providing prompts and stems, and including self-questioning in daily learning targets. See examples!
