As schools open their doors for a new year, preservice educator Curtis Chandler urges novice teachers to prioritize the two crucial elements most likely to fuel student success in the months to come: teacher relationships with students and clarity about classroom expectations.
How do teachers’ behaviors reflect our expectations in a remote classroom? For example, teachers tend to probe students more if they have high expectations of the students, writes Barbara Blackburn. She suggests strategies to challenge all students, even at a distance.
Building classroom community through fun and engaging activities is important at the beginning of school and throughout the year. Author/educator Walton Burns urges teachers to be sure you’re setting students up for success by communicating your expectations clearly.
Literacy coach Shawna Coppola urges us to rethink the familiar start-of-year writing activity – the personal narrative. In its place she suggests a framework of ideas to free students to write about what interests them. As we try new approaches, we also renew ourselves.
“High expectations” shouldn’t be about teaching obedience or expecting cookie-cutter work from all students. Middle school educator Cheryl Mizerny offers her take on teacher attitudes and practices that help or hinder student efforts to achieve their very best.
Student disengagement is a major challenge for middle school teachers, says NSF-funded researcher Jennifer A. Fredricks, who offers strategies to build community and craft learning opportunities that encourage students to actively participate and succeed.
Award winning teacher Nancy Flanagan reflects on how difficult it is to predict student potential and shares a story about some Title I kids who flew above the tracks.
