Math educators share their favorite lessons, including taking students for a walk around a fenced-in field, investigating student-loan costs, and working alongside a language arts teacher.


The new question-of-the-week is: What has been the best math lesson you have taught and why do you think it was so good?


Ten educators wrap up a five-part series on ways to look for the positive, instead of the negative, in students, so they can change their own mindsets about the children's abilities as well as their students'.


The most-read posts appearing in Classroom Q&A over the past year cover a wide range of topics, including ways to kill students' love of reading, math-teaching mistakes, and principals' challenges.


Ten educators explore how to emphasize student "assets" instead of their "deficits" in order to help students better engage in their education and improve their academic outcomes.


Elizabeth Stein, Beth Kobett, Ed.D., Carol Pelletier Radford, Dr. Noah Prince, Michael Hart, Ph.D, Jenny Edwards, and Keisha Rembert offer their answers to the question, "How do we highlight student assets?"


Lisa Westman, Salome Thomas El, T.J. Vari, Joseph Jones, Amber Chandler, Michelle Shory, Ed.S., Irina V. McGrath, Ph.D., Rita Platt, Cheryl Mizerny, and Adria Klein, Ph.D., contribute commentaries on the importance of emphasizing student strengths.


Adeyemi Stembridge, Ph.D., Dr. Larry J. Walker, Carmen Nguyen, Julie Jee, Shawna Coppola, Kevin Parr, and Andrew Sharos share ideas on how we can focus on the assets, instead of the "deficits," of our students.


The new question-of-the-week is: What can teachers do to help highlight student assets and not their deficits? In other words, what can teachers do to help create that mindset for themselves when they look at students?


This post includes four videos Katie Hull Sypnieski and Larry Ferlazzo did with Education Week on the topic of student motivation, and it includes many other related resources.


The opinions expressed in Classroom Q&A With Larry Ferlazzo 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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