A lot has been published lately on "habits" -- how to create good ones and how to break bad ones. So, I thought it would be timely to propose a related "question of the week": How can we help students develop good habits? Please share your thoughts in the comments, or, if you prefer, feel free to email them to me. Anyone whose question is selected for this weekly column can choose one free book from a selection of twelve published by Eye On Education. You can send questions to me at [email protected] you send in your ...


Two readers have asked similar questions: Science Eduk8r: What do you do with the student who simply has refused to work? Mary B: I am a new teacher and have a position teaching in a high school. My question for you is how to respond to an apathetic student in my classroom? Many of us have had students in our classrooms who are disengaged. How can we turn that around? Before I introduce guests who will be sharing their ideas today, I'd like to point out some additional resources that relate to this topic: Daniel Pink, Dan Ariely, and I ...


Two readers have asked a similar question: Science Eduk8r: What do you do with the student who simply has refused to work? Mary B: I am a new teacher and have a position teaching in a high school. My question for you is how to respond to an apathetic student in my classroom? Many of us have had students in our classrooms who are disengaged. What do we do? Please share your thoughts in the comments, or, if you prefer, feel free to email them to me. Thanks to Science Eduk8r and to Mary B. for contributing their questions. Anyone ...


(This is the second of a two-part series on Ontario's schools. You can find Part One here) Much has been written about the high-performing schools in Finland and Singapore, but I've recently begun to hear more about our neighbors to the north in Ontario. So, last week I asked: What's going on in Ontario's schools? Part One in this series included guest responses from administrators, parents and teachers, including the President of the Canadian Teachers' Federation. Today's post will include a contribution from Professor Michael Fullan, along with several comments from readers. Response From Michael Fullan Michael Fullan is professor ...


(This is the first of a two-part series on Ontario's schools) Much has been written about the high-performing schools in Finland and Singapore, but I've recently begun to hear more about our neighbors to the north in Ontario. So, last week I asked: What's going on in Ontario's schools? I'll be posting Part Two of this series tomorrow night, which will include reader's comments. In addition, another resource worth reviewing is a report edited Linda Darling-Hammond and Robert Rothman titled Teacher And Leader Effectiveness In High-Performing Education Systems. Today's post will include a guest response from a teacher, an administrator, ...


Much has been written about the high-performing schools in Finland and Singapore, but I've recently begun to hear more about our neighbors to the north in Ontario. So, the newest "question of the week" is: What's going on in Ontario's schools? Are there readers our there more familiar with what's happening in Ontario? Do you teach there? How would you describe what's going on in Ontario's schools? Please share your thoughts in the comments, or, if you prefer, feel free to email them to me. Anyone whose question is selected for this weekly column can choose one free book from ...


This week, I'm doing something a little different and offering responses to two, instead of one, "questions of the week." They both relate to English Language Learners. The first one relates to long-term ELL's and the second is on how ELL teachers can be evaluated fairly. QUESTION ONE Anne Smith asked: What is being done to help Long-Term English Language Learners and what does effective intervention look like? Over the last few years, I've had quite a few students who have been in American schools since kindergarten. I teach at the Middle School level and some of these students cannot ...


I'm doing something a little different today and offering two, instead of one, "questions of the week." They both relate to English Language Learners: Question One Anne Smith asks: What is being done to help Long-Term English Language Learners and what does effective intervention look like? Over the last few years, I've had quite a few students who have been in American schools since kindergarten. I teach at the Middle School level and some of these students cannot read beyond a 2nd or 3rd grade level. By the time they reach me, they feel feel they are "held hostage" in ...


Cheryl S. asked: I am writing with a question regarding your blog (Response: Several Ways To Respond To "Unpredictable" Student Behavior) on responding to unpredictable student behavior. My question is how do you apply these strategies to kindergarten students? My student is unable to control his behavior for more than a few minutes at a time, and when reminded of the expectations for behavior in a calm, supportive tone he is prone to extreme anger, including throwing chairs and running away. The only time I have ever raised my voice to him is when he had his hands around a ...


Cheryl S. asks: I am writing with a question regarding your blog (Response: Several Ways To Respond To "Unpredictable" Student Behavior) on responding to unpredictable student behavior. My question is how do you apply these strategies to kindergarten students? My student is unable to control his behavior for more than a few minutes at a time, and when reminded of the expectations for behavior in a calm, supportive tone he is prone to extreme anger, including throwing chairs and running away. The only time I have ever raised my voice to him is when he had his hands around a ...


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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