Building Resiliency in Struggling Students: 7 Key Ideas from Research
In the coming weeks, millions of students across the country will return to school. Countless numbers of them will be labeled with such terms as at-risk or high-risk for academic failure or inappropriate behavior. As educators, we strive to find interventions, strategies, and programs that will help these students be successful. Resiliency can be defined as the ability to persist in the face of adversity or the ability to bounce back after facing a challenging situation. Helping students develop resiliency skills and attitudes has a positive effect on academic achievement, behavior, and long-term success in life (Hanson & Austin, 2003). With this in mind, here are seven key ideas to help struggling students become resilient: Avoid labeling children as “high-risk” or “at-risk.” Post submitted by Bryan Harris, director of professional development for the Casa Grande Elementary School District in Arizona.
36 Things Every 21st Century Teacher Should Be Able To Do
What should every teacher in the 21st century know and be able to do? That’s an interesting question. After just now seeing this excellent post on educatorstechnology.com, I thought I’d contribute to the conversation. I added the twist of ranking them from least complex to most complex, so novices can start at the bottom, and you veterans out there can skip right to 36. 36 Things Every 21st Century Teacher Should Be Able To Do 1. Whether you choose a text message, email, social media message, Skype session, or a Google+ Hangouts depends on who you need to communicate with and why—purpose and audience. 2. Email won’t always work. 3. Hit the Print Screen button near your number pad on a keyboard on Windows. 4. Know what it means to be Rick Roll’d, the difference between a fail and an epic fail, why Steve is a scumbag, and who sad Keannu is. 5. Not everyone loves technology. An RT as an olive branch. 6. 7. Tone is lost when you type. 8. This is dead-simple, but you never know. 9. 10. 11. 12.
7 Steps To Effective Feedback
cc licensed image shared by flikr user HikingArtist.com Last week, our educoach chat (a twitter chat dedicated to instructional coaching and professional learning) focused on the topic of giving feedback. We shared our own experiences giving and receiving feedback and reacted to articles from the most recent issue of Educational Leadership (September, 2012, Vol. 70, No.1). Feedback is a topic we delved into in depth this summer as part of our book discussion chat on John Hattie’s . Synthesizing more than 900 educational meta-analyses, researcher John Hattie has found that effective feedback is among the most powerful influences on how people learn. (John Hattie, , Educational Leadership September 2012, Vol. 70, No. 1) Feedback matters. I’ve recently come to embrace the idea that great principals and great teachers have at least three important habits in common. They offer feedback effectively. They show appreciation. Giving feedback is not easy for principals for a variety of reasons.
21 Signs You’re a 21st Century Teacher
Are you a 21st Century Teacher? Find out! PLUS if you can help me add to my list you may win a special $200 prize. Keep reading to find out how... 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. BONUS 22: You're a member of the Teacher Learning Community...or have encouraged a teacher to join! SPECIAL PRIZE ---> If this post receives 100 comments (within 2 weeks of post date) with additional signs of being a 21st century teacher, I will pick one person at random to receive a FREE pass to the Teacher Learning Community and a runner up to receive an "I Heart EdTech" t-shirt. Share this post with your friends and colleagues:
NEISD to pilot Down syndrome reading program
Marie Livingston, the mother of an 8-year-old with Down syndrome, was at a conference in Austin about three years ago when she first heard about the research she hopes will pave the way for her daughter to learn to read. “I was listening to these people speak about the progress children can make,” Livingston said. “If you have a child with Down syndrome, you know what a big deal that is.” Now, thanks in large part to her efforts, the British-born program will be replicated in the North East Independent School District — its first such attempt outside the United Kingdom. The program is based on the work of Kelly Burgoyne, a researcher with Down Syndrome Education International, whose U.K. study found that children who received 20 weeks of specially-designed intervention for 40 minutes a day could significantly improve their reading and language skills. “We're always looking for something new,” said Judith Moening, NEISD's executive director for special education. “Wow!”
10 Ways to Deal with Difficult Students
We all have those students who are habitually in trouble or are making trouble. This classroom management post is for all the teachers who struggle to reach those kids who snarl when you look at them, recoil when you are near them, and refuse to do what they are asked. Here are ten classroom management suggestions on how to deal with these difficult students: Stay in contact with parents Make sure they know what is going on; how often he is in trouble, and what trouble it was. A few teacher interview questions that you should be able to answer without... Some experts and educators favor the elimination of grades. Teaching strategies to ensure that your introverted students are feeling valued... Here are a few things that teachers shouldn’t be doing this summer break. A few classroom management ways to model effectively. Use proximity to limit negative actions When at all possible, place the student nearest you (hard when you are immersed in PBL) or stay within close proximity to him.
Lee Kraus' Blog | Learning Online
Technology Integration for Math Engagement » Math Stations and Screencasting on the iPad
We started our math station activities today. How these look will vary throughout the year; today they were able to ‘move’ from activity to activity while staying at their own table. The first two stations provided students with directions on how to finish two different projects that we had started previously. The first station was our Order of Operations Clock Project. The second station involved correcting their prime factor chart, shown below. Station three had the students watch a short screencast on how to find the greatest common factor. Here is the GCF Video: Station four provided the students with four practice problems. And, finally students will reach station five. This is my first year to implement math stations, yet I am already excited for it and believe it fits in with our standards-based grading. Looking at our Ninja Scoring Rubric for SBG, the level of Ninja Master requires that students have an understanding that would allow them to explain the concept to others.
