(This is Part One of a two-part series.) Last week's question was: How can teachers best relate to Superintendents -- and vice versa? This is a question that I regularly wrestle with in our school district, and I assume many others around the country do as well. Today's guest responses will be coming from the perpective of teachers -- shared by Randi Weingarten, President of the American Federation of Teachers; Dean Vogel, President of the California Teachers Association (Disclosure: I am a proud member of the CTA); and Barnett Berry of the Center For Teaching Quality (Disclosure: I am a ...


This week's question is: How can teachers best relate to Superintendents -- and vice versa? Please share your thoughts in the comments or, if you prefer, feel free to email them to me. This will turn into a multi-part series, so there will be plenty of space for reader contributions. I might be publishing a special post next week on a different topic, however. If that's the case, answers to this question will start appearing the following week. Anyone whose question is selected for this weekly column can choose one free book from a selection of seven published by published ...


(This is Part Two of a two-part series. You can see Part One here) The question asked two weeks ago was: How can English Teachers Best Improve Their Craft? I've previously posted a number of responses that apply to this question, including a five-part series on teaching reading and another five-part series on teaching writing. I also shared additional resources in Part One of this series. Also in Part One, author/educators Penny Kittle and Carol Jago contributed responses. This week's post includes pieces from Jim Burke and David B. Cohen, as well as comments from readers. Response From Jim ...


(This is Part One of a two-part series) Last week's question was: How can English Teachers Best Improve Their Craft? I've previously posted a number of responses that apply to this question, including a five-part series on teaching reading and another five-part series on teaching writing. You also might be interested in a collection of posts I've written specifically about books -- Why They're Important & How To Help Students Select, Read, Write & Discuss Them. And, of course, previous posts here on classroom management and on student motivation might also be useful. But there is a lot more that can be ...


As I mentioned in last week's post, instead of responding to the "question of the week," I'm lucky enough to share an interview I did with author Daniel Pink. Dan's new best-selling book is titled To Sell Is Human: The Surprising Truth About Moving Others (Disclosure: Dan interviewed me -- and my wife, Jan Judson -- for the book, and several quotes from us appear in one of the chapters). Dan will also be leading a Webinar in April for Education Week on "How Teachers Can 'Sell' More to Students." His Webinar will be the third in a series on "New...


This week's question is: How can English Teachers Best Improve Their Craft? Please share your thoughts in the comments or, if you prefer, feel free to email them to me. This will turn into a multi-part series, so there will be plenty of space for reader contributions. I might be publishing a special post next week on a different topic, however. If that's the case, answers to this question will start appearing the following week. Anyone whose question is selected for this weekly column can choose one free book from a selection of seven published by published by Jossey-Bass. You ...


(This is the second post in a two-part series on this topic. You can read Part One here.) Last week, Juan Cortes asked: Many times teacher are told by our districts to follow specific programs, but many times those programs do not differentiate or do not address specific needs of my students. How can I balance following what my district tells me vs what I feel the students need? Well known author/educator Rick Wormeli and I responded to Juan's excellent question in Part One of this two-part series. Today's post will be featuring responses from educator/authors Kimberly Kappler ...


(This is the first post in a two-part series on this topic.) Last week, Juan Cortes asked: Many times teacher are told by our districts to follow specific programs, but many times those programs do not differentiate or do not address specific needs of my students. How can I balance following what my district tells me vs what I feel the students need? I'll be responding to Juan's excellent question in two parts -- watch for another post later this week that will include more guest responses and comments from readers. Today's post features what I'm sure most readers will ...


Juan Cortes asks: Many times teacher are told by our districts to follow specific programs, but many times those programs do not differentiate or do not address specific needs of my students. How can I balance following what my district tells me vs what I feel the students need? What a great question, Juan! 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 seven published by published by Jossey-Bass. You can send questions ...


(This is the second post in a two-part series on this topic. You can see Part One here) Last week's question was: What Is Peer Assistance & Review (PAR) & How Does It Work? In the ongoing teacher evaluation debate, Peer Assistance and Review (PAR) is often highlighted by educators as an effective tool for teacher support and development. However, many others are unclear about how it actually works. This week's two-part series features contributions from leading advocates and creators of PAR programs throughout the United States. With those articulate voices here, I can only offer some additional resources that I've compiled ...


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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