As educators search for the best instructional approaches and resources to address the effects of disrupted and unfinished learning, they should reject remediation and identify strategies that accelerate the learning experience of students, write Sonya Murray and Gwen Turner.
Once teachers see, value, and capitalize on a learner’s unique talents and strengths, it changes the student and it changes us, writes Regie Routman. “Possibilities override limitations. Pride of accomplishment replaces failure. Effort leads to excellence. Joy is present, the best gift of all.”
India is different from the U.S. in many ways, writes Fulbright teacher Marilyn Pryle, but many of the issues they are trying to address are global issues that all countries face. Here are three things India’s public schools often do better than their American counterparts.
Like superheroes, every teacher has an origin story that imbues them with powers, prowess and, most important, purpose. Reminding ourselves not only why but HOW we came to be teachers can help us better see the struggles and potential of our students, writes Dr. Daniel Bergman.
When we give students time to read a book they’ve chosen, time to practice skills and strategies they’ve been taught, time to read for pleasure and intellectual growth, time to talk about what they’ve read, they build reading stamina and endurance, write Dorfman and Krupp.
Patty McGee invites teachers to infuse some “Harry Styles magic” into social-emotional learning. In countless ways, Styles’ lyrics can be surprisingly fun and effective to build emotional IQ, acting as springboards for exploring and learning about our emotional landscape.
Reviewer Kathleen Palmieri says her 5th graders are already having race conversations socially. The guidance in We’re Gonna Keep On Talking can help elementary teachers build community and help students discuss race as it has affected life and culture in the past and today.
In Changing Curriculum through Stories: Character Education for Ages 10-12 Marc Levitt shows how personal stories, folktales and fairytales can act as catalysts for reflection and deeper comprehension. Dr. Kevin D. Cordi finds his notes to teachers and students quite helpful.
To help long-term English learners meet reading comprehension challenges, language specialist Tan Huynh shares strategies to use before reading, during reading, and after reading so that multilinguals have the scaffolding they need to read grade-level texts with understanding.
In Project-Based Learning for Gifted Students Todd Stanley breaks down what PBL is and how to effectively implement it in almost any academic setting. It’s an ideal resource for those new to PBL or interested in reviewing its key aspects, says teacher Erin Corrigan-Smith.
