Tagged: writing

Storytelling – The Heart of Teaching and Learning

Storytelling – speaking, writing, hearing, and appreciating our own and other’s stories – can be an equalizer for ensuring all students’ lives are respected, honored, and recorded, writes Literacy Essentials author Regie Routman. Learn about her new podcast series.

Students Write Better for Authentic Audiences

Writing for authentic audiences motivates students to do their best work, says English department chair Kasey Short. Public audiences offer a practical reason to revise and edit and allow students’ ideas to have real impact. See her tips to transform routine assignments.

Building Confidence in Students with ADHD

In his years working with students with learning and attention challenges, Ezra Werb has seen how anxiety relief and confidence building can be crucial success factors. He shows here how including students’ interests and alleviating reading and writing stressors can help.

Writing Teachers Are Coaches, Not Umpires

Umpires focus on the correctness of the game. Coaches concentrate on the growth of their players. Teacher Courtney Rejent and consultant Patty McGee show how to shift the focus from correcting writing to helping students develop good writing strategies through coaching.

Teaching English in the Middle School Years

Anna J. Small Roseboro offers educators a trio of books filled with an assortment of reading and writing strategies for teaching middle school students. Both veteran and beginning teachers will find any of these titles useful, writes education consultant Anne Anderson.

5 Surefire Ways to Get Students to Talk in Class

Giving students tools to slice into a text and formulate specific thoughts backed with evidence has transformed NBCT Marilyn Pryle’s classroom discussions. “Instead of tentative guesses from a few, we now have detailed conversations that draw the whole class in.”

Connect ELA Strategies to Life Beyond School

Teacher educator Sean Ruday hopes students will take ownership of ELA concepts like “inference” or “sensory language” if they can make meaningful connections between “school talk” and aspects of their out-of-school lives. He shares examples from his own research.