Spring is in the air and kids’ attention is fluttering around and beyond the room. Elizabeth Stein shares a bit of timely brain science and offers strategies to help co-teachers bring their students’ attention back to class as the end of school approaches.
Management in the Active Classroom is a unique behavior-oriented resource. Few other books offer specific strategies that help the teacher provide structure while still honoring the dignity of every student. Jodi and Matt Renwick recommend it for every school.
ELA co-teaching team Rachel Wysocki Kent & Genevieve Federick share a successful independent reading strategy they designed around a challenging group goal (read 500 books) and a teen-friendly focus question: “What does it mean to be a young person in 2015?”
Laura Robb believes play is essential to success. Her “Big 10 Student Motivators” can help encourage collaboration, playful learning, innovative thinking, and student engagement in reading, writing, researching, discussing, and analyzing across all subjects.
What instructional decisions and teaching techniques work best to move students beyond mere compliance to active and engaged learning? Elizabeth Stein shares some favorites, including regular movement, an inviting environment, and plenty of voice and choice.
Being a school leader is incredibly demanding, requiring principals to stay current on education trends while managing day to day operations. Williamson and Blackburn share five actionable trends they’ve observed in their work with middle grades leaders.
“Future Wise: Educating Our Children for a Changing World” by David Perkins zeroes in on curriculum, pursuing “lifeworthy” learning pursuits, fresh approaches to content and less preoccupation with technology. Principal Matt Renwick likes Perkins’ flexible outlook on the “what” of teaching.
Elizabeth Stein believes Jim Knight’s instructional partnership approach to coaching can also benefit co-teachers as they build a relationship. Stein describes how Knight’s seven core principles point the way to a dynamic co-taught learning community.
“What we choose to BE defines us.” That’s the message Mary Tarashuk’s students found as they arrived at her door this year. Her bright red bulletin board is filled with possibilities she hopes will focus kids on important social-emotional skills.
Students benefit from reading independently if specific conditions are in place. In No More Independent Reading Without Support Debbie Miller and Barbara Moss share research-based strategies to enhance classroom practice and student learning.