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Thinkstock In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information.
Response: Working Smarter, Not Harder, With Neuroscience in the Classroom - Classroom Q&A With Larry Ferlazzo(This is the second of a multi-part series on "brain-based learning." You can see Part One here .)
I recently read a wonderful book by a communications professor that outlines the proper way that a college student should approach his/her instructor in a number of different situations.
Teachers interact differently with students expected to succeed. But they can be trained to change those classroom behaviors. iStockphoto.com
As many of my readers know, my classes are currently mimicking a TED (1) conference by writing Advocacy/Memoir speeches of their own as a means to learn a more real-world version persuasive writing. That is, they are studying the structure of many of the TED speeches online, selecting their own topics in which to further research, and are constructing speeches that they will be performing that incorporate those same elements seen in many of the online speeches: Hook, Background Information, Problem, Anecdote/Personal experience, Call to Action/Solution, and a Visual. Immerse Them in the Models One of the activities I regularly assign as a way to immerse them in the TED universe is to watch a particular speech and analyze it in a blog post. I recently assigned my students the task of watching Matt Cutt's "Try Something New for 30 Days." (2)
I f I have learned nothing else as an educator, I have learned to NOT underestimate what a motivated student, who sets appropriate goals and follows through on a relevant plan of action, can accomplish. That is why coaching students about how to set goals and create action plans is such a powerful tool for student achievement. Unfortunately, this is another area that most teacher preparation courses do not address. Since anything you accomplish can basically be attributed to attaining a goal, helping students set and attain goal Here are 3 reasons students have trouble setting (and attaining) appropriate goals. 1.
Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? How does the mind work—and especially how does it learn? Teachers ' instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well, but is there anything sturdier to rely on?
October 10, 2011 By: Lora Helvie-Mason, Ed.D in Effective Teaching Strategies Do you find that students often struggle to put together effective oral presentations? To help students, try this activity as a way to provide feedback before the big speaking day.
Email Share January 31, 2012 - by Tom Vander Ark
One of the take aways from the Curriculum Mapping Institute this past week was that it brought an upgrade to THE trusted KWL (Know, What to Know and Learned) Chart to the forefront. It seems a no brainer…one of those things… “I should have thought about it”… So what is this upgrade all about? An “H” snuck into the Acronym! What does this “H” stand for”? Why is this an upgrade for the 21st century?
Organization Tips from Mrs. McDavid I have had many teachers stop by my room to ask how I keep things so well organized. I have had other teachers to ask if I would consider teaching a staff development course at our school to help teachers become better organized. Truly it's the small details that make the biggest impact. Organizing the classroom takes time, dedication, and determination but once things are put together the classroom will run smoothly.
In honor of Edutopia's 20th anniversary, we're producing a series of Top 20 lists, from the practical to the sublime. When a classroom "works" it is a powerful place to be. While the students ultimately make these moments, talented educators need to set the stage for success. The same can be said of harmonious faculty and staff relations. A building full of talented people does not guarantee a comfortable place to grow as an educator. In honor of Edutopia's 20th anniversary, here are 20 ways to cultivate a healthy faculty environment:
Teaching is a noble calling. That is why when a teacher doesn't behave nobly it breaks trust and we get upset. I have to admit that I've had days as a "TT" (Terrible Teacher.) If we're honest with ourselves, we all have.
Bruce Adams G raduating from Buffalo State College in 1987 with a bachelor’s degree in math, Sara has a burning desire to teach. She’s grateful to land a position fresh out of college, even in a troubled high school at low starting pay.
When students get bored their minds drift. And while some settle on daydreaming, tile-counting, and general inattentiveness, other students are drawn to more…ahem…destructive pursuits. For where there is boredom, there is misbehavior percolating just under the surface, ready to pounce. Although there is a lot you can do to counter the onset of boredom, understanding what not to do is the first step to avoiding its negative effects. What follows is a list of the most common things teachers do to cause boredom.