As the new year (and 2nd semester) unfolds, coach Elizabeth Stein suggests forgoing resolutions in favor of a set of reflective questions than can strengthen your co-teaching effectiveness. Stein uses the story of teacher “Joan” to illustrate and suggest some solutions.
Being the Change is a book about enhancing professional knowledge, but it’s also one with heart, inspiring educators to think about ways their teaching can impact the future of our world so it’s a more compassionate place. Practical and insightful, writes Lisa Maucione.
The First-Year Teacher’s Survival Guide offers abundant ideas to help navigate the ever changing world of the classroom. Reviewer Linda Biondi notes it is designed to help ease the pressures and demands of day-to-day teaching for new and veteran teachers alike.
After considering his early years as an English teacher, looking at research and talking with teachers and administrators, teacher educator Sean Ruday shares four recommendations to help new ELA teachers’ first years in the classroom be as successful as possible.
Tina H. Boogren takes beginning teachers in their first years through the phases they can expect: anticipation, survival, disillusionment, rejuvenation, and reflection. Teacher educator Linda Biondi finds Boogren’s recollections of her novice teaching particularly helpful.
Mary Tarashuk’s fourth graders dedicate a large part of their end-of-year together looking back at where they began and how far they have come, not only as individuals, but as a classroom community. The Workshop journaling model helps everyone share their conclusions.
Make the most of summer’s three ‘R’s’: relaxation, rejuvenation, and reflection! Coach Elizabeth Stein shares what she’s learned from great co-teachers to help focus summer learning and plan ways to bring out the best in students and colleagues next year.
In the 100+ pages of Two Teachers in the Room, Elizabeth Stein provides a treasure trove of strategies, tips and ideas not only for co-teaching, but also for creating a student-centered learning environment in every classroom, says ESE leader Laura Von Staden.
Although our assessment of students is critical to learning, we also want students to learn to assess themselves, writes teaching consultant Barbara Blackburn. Encouraging students to take measures of their own progress is both more rigorous and more empowering.
After helping a co-teaching team talk through their student engagement challenges, coach Elizabeth Stein shares some of the guiding questions that helped the two teachers unpack their differing goals and philosophies and begin to find ways to reach more students.