Roxanna Elden, Dave Stuart Jr., Julia Thompson and Jennifer Gonzalez share what they wish they had known prior to becoming a teacher.
April 2016 Archives
This week's question is: Now that you have taught your first year, five years, or are about to retire, what do you wish you had been told or prepared for in the beginning of your career?
Anabel Gonzalez, Katie Brown, Tracey Tokuhama-Espinosa, David Freeman and Yvonne Freeman, and readers, offer suggestions on how to handle error correction with English Language Learners.
This week's question is: What are the best ways to deal with error correction in the second language classroom?
Myron Dueck, PJ Caposey, Pete Hall, and Christina Post contribute their commentaries on the topic of qualities potential principals should develop and maintain.
Catherine Beck, Mark Estrada, Bill Sterrett and Ben Fenton share their suggestions about the qualities aspiring principals should cultivate within themselves.
Luke Sumich asks: We know that quality classroom teaching does not automatically mean teachers will be quality leaders or Principals. What skills do aspiring Principals need to make the successful transition to Principalship?
I interview Anders Ericsson & Robert Pool, authors of "Peak: Secrets from the New Science of Expertise."
Today's post features commentaries from Andrew Miller, Suzie Boss, Meg Riordan, Abbie Sewall, Daniel Schwartz, and Vicky Layne on how to assess students in today's world.
Kristina Doubet, Heather Wolpert-Gawron, Thomas Guskey, Thom Markham and Nancy Sulla contribute their thoughts on assessment in today's classroom.
David asks: Schools are expecting students to do more problem solving, in response to Common Core assessments. Businesses complain graduates are not creative. In response, schools have students engage in innovative design projects. Most parents, though, grew up on letter grades and lessons out of textbooks. They don't see the value in rubrics and performance assessments. How do we assess these projects so students and parents appreciate and understand what and how well students have done?
Annette Breaux, Cheryl Mizerny, Jeryl-Ann Asaro and Stan Croft share their responses on working with "difficult" students.
Kevin Parr, Gianna Cassetta, Allen Mendler and Signe Whitson contribute their suggestions on how to respond to "difficult" or "challenging" students.