We know that collaboration around a goal works well. So why doesn't it always work?


With random talk partners as the classroom set-up, students are already involved in mixed-ability learning, which is important because we need to take account of the substantial research which shows that grouping students by ability makes them less successful.


Why do teachers do most of the talking in the classroom when students should be part of the dialogue? Here are some practical strategies to change that dynamic.


Working with an instructional coach doesn't mean that teachers are weak, it actually shows how strong they are because they believe they can always get better.


Collaborative inquiry holds the potential to do that by calling each individual in education to raise within themselves a truer sense of leader and learner.


Leaders hear a lot about being instructional leaders, but in order to bring all stakeholders together, they must be collaborative leaders.


Our views are getting more and more streamlined to everything we like and identify with on social media. What does this mean for how students see the world?


As self-compassionate school leaders, you learn to soothe and to comfort yourself in the moment when faced with your own personal failings, to honor and to accept your humanness. Mindfulness is an essential path of practice to transform your relationship to yourself and to your school.


A recent survey of over 66,000 6-12 students shows that less then half feel that their teachers know their aspirations. As we spend time talking about student voice we should find ways to show we value it too.


A recent guest blog by a transgender teacher ended up highlighting why school climate continues to be such an issue, and it seems as though many times it's the adults who are at fault.


The opinions expressed in Peter DeWitt's Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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