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Memory at Work in the Classroom: Strategies to Help Underachieving Students by Francis Bailey Ken Pransky () Paperback [Francis Bailey;Ken.
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They provide expert and innovative solutions in professional development, capacity building, and educational leadership essential to the way educators learn, teach, and lead. She also shows how to seamlessly integrate these activities into your curriculum with intention and a clearly defined purpose. Spillane and Rebecca Lowenhaupt look at the major challenges of the principal position, examining how new principals adapt to the role, set an instructional agenda, and build cooperation and collaboration. They focus in particular on the dilemmas that mark the principalship—the inevitable, complicated conflicts that arise from a clash of worthwhile values and resist simple solutions.
This practical volume includes advice on how to get started, vivid examples, reflection questions, and tips on how to overcome common obstacles. Literacy skills are the cornerstone upon which student' knowledge, self-esteem, and future educational opportunities are built. But far too many teachers lack the time, materials, and specialized knowledge required to address these skills adequately.
Wow, we play maths!
While all students in your class, building, or school district need your support, the Black and Latino male students—the most underserved, suspended, and expelled students in education—need you to understand them as you support them so that they can thrive academically. Teachers today must prepare students for an increasingly complex, interconnected, and interdependent world. Being a globally competent teacher requires embracing a mindset that translates personal global competence into professional classroom practice.
It is a vision of equitable teaching and learning that enables students to thrive in an ever-changing world. Do you sense that some students have mentally "checked out" of your classroom? Look closely and you'll probably find that these students are bored by lessons that they view as unchallenging and uninteresting. In today's schools, students and teachers feel unprecedented—even alarming—levels of stress.
How can we create calmer classrooms in which students concentrate better and feel more positive about themselves and others? The Association for Supervision and Curriculum Development ASCD is the proud publisher of 30 new front list titles each year and a backlist of more than titles covering many aspects of educational leadership and teacher professional development.
More than translation agreements have been completed for ASCD titles. If you are interested in receiving pdf review copies of any of the available titles, please contact us at info russorights. Solving the Homework Problem by Flipping the Learning By Jonathan Bergmann Bestselling Flip Your Classroom author and educator Jonathan Bergmann shows readers how to move beyond an understanding of flipped learning to actual implementation, with a focus on student home-work. This short book addresses challenges, possibilities, and success stories and gives readers the strategies they need to make the best use of homework and in-class instructional time.
Teaching in the Fast Lane How to Create Active Learning Experiences By Suzy Pepper Rollins The active classroom is about creating learning experiences differently so that students engage in exploration of the content and take responsibility for their own learning. This book details how to design, manage, and maintain an active classroom that balances autonomy and structure. Make the most of prime time because the students are most receptive then.
Prime Time II at the end of the period is an excellent time for rehearsal. The students can make sense out of new information and assess meaning. Down time calls for a change of activity. Some sort of rehearsal might also be included. He attests that his pupils do indeed have greater retention than they did under the old system. How a teacher presents content and skills is also important to retention. When it comes to appealing to children, style is as important as substance.
The memory process
A teacher can get students, both achievers and underachievers, to do almost anything she wants, if she packages instruction in an appealing way. There are many techniques that a teacher can use to make schoolwork appealing.
For example, when I felt a full-period discussion was the best way to delve into a topic, I would write three or four essay titles on the board relating to the topic. I told the students that those essays were their classwork for the period. When the period ended, I was pleased with the intelligent discussion, and the students were enormously satisfied with themselves for avoiding the written work.
It was a win-win situation. I used a contest to help the students prepare for the midterm and final exams. First, the students would fill in their review sheets. When these were complete and the students had studied them, I would set aside five minutes at the end of class to play the Ciaccio My five classes would compete. I asked questions from the review sheet, and the students received 10 miles for each correct answer.
The class with the most miles won. What made it so much fun were the cards that I would draw. I drew six cards from the deck in the five-minute session, one at the beginning of the contest and one each minute. That meant that the final card was drawn when the bell rang. The final card often decided the outcome, making the end of each contest very exciting.
If a class got a huge early lead, I would call on students and ignore volunteers. By pacing the class, therefore, it was possible that going into the final minute, it would be close. The students had fun, and their retention was bolstered in the process. Don, a social studies teacher on Long Island, New York, knew how to appeal to his at-risk students.
He told the students that if they achieved a B average or better in their elective economics , they would not have to take the final. In 12 years, only three students took the final. If you want students to perform in a certain way, it is wise to give them an attractive reason for doing so. Being creative makes the job easier and more fun for the teacher, and more successful for the students.
For some reluctant learners, packaging the content in a desirable way may be all that is needed to divert them from their self-defeating ways. Mary made annoying sounds during my 7th grade social studies class. She used every sneaky trick in the book to disrupt the class.
Unfortunately, she was a master at it, and I couldn't catch her. I tried many positive techniques but to no avail. After the school year ended, I realized why I didn't succeed with Mary. This child was an underachiever who needed my help, but I never gave it. I was too busy with the many behavior problems in the class to worry about her underachievement.
This was a costly error. If I had paid attention to Mary's academic needs, I might have had more success with her. Improving achievement is the best first step toward altering negative behavior. If a child comes to school motivated and focused, then he has a good chance for success. If, however, he comes to school with problems—if he is socially backward, unmotivated, lacking in confidence, immature, unable to concentrate, or has emotional problems—then he could be in trouble.
In earlier chapters, we have seen how students who can't learn like others start to resist the learning process and exhibit frustration, anger, and perhaps aggressive behavior. Greene , p. Many capable students are thrown off course because not enough attention is paid to their individual characteristics.