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 ...


(This is the final post in a three part series. You can see the first one here and Part Two here) I asked: What's the best advice you can give to Social Studies teachers who want to be more effective? Last Tuesday, I shared guest responses from three talented and experienced educators: Stephen Lazar, Bill Bigelow, and Sarah Kirby-Gonzalez. On Thursday, I shared contributions from Eric Langhorst, Beth Sanders and Russel Tarr. Today, I'll briefly share my own advice and a sampling of the many ideas readers contributed. I'd "boil down" my advice for teaching social studies -- and, in ...


(This is the second post in a three part series. You can see Part One here) I asked: What's the best advice you can give to Social Studies teachers who want to be more effective? On Tuesday, I shared guest responses from three talented and experienced educators: Stephen Lazar, Bill Bigelow, and Sarah Kirby-Gonzalez. Today's column offers responses from three more Social Studies teachers whom I know and respect: Eric Langhorst, Beth Sanders and Russel Tarr. "Part Three" will appear next Wednesday, and will share many suggestions shared from readers (there's still time if you would like to share yours!), ...


(This is the first post in a three part series. Part Two can be read here) I asked: What's the best advice you can give to Social Studies teachers who want to be more effective? Today, I'll share guest responses from three talented and experienced educators: Stephen Lazar, Bill Bigelow, and Sarah Kirby-Gonzalez. I'll publish "Part Two" on Thursday, which will include the comments from several other contributors. "Part Three" will appear next Wednesday, and will share many suggestions shared from readers (there's still time if you would like to share yours!), along with my own advice. The next "question ...


Though I'm receiving plenty of reader questions (but could always use more!), I periodically instead decide to respond to a "Question That's Been On My Mind." This is another one of those times (I'll be returning to reader questions next week).... What's the best advice you can give to Social Studies teachers who want to be more effective? 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. ...


Charlie Herzog asked: Should we continue to assign students grades in the traditional manner (percentages & letters), or should we move towards a system based on levels of mastery? Grading is always a hot topic for teachers. I don't have much knowledge of the "mastery" grading concept, though, which is why I'm deferring to guests Thomas R. Guskey, Susan M. Brookhart, and my friend and Teacher Leaders Network colleague Bill Ivey. I would, however, like to share how I handle grades. It may not be a particularly "methodical" system, but it works for my students and me. As regular readers of ...


Charlie Herzog asks: Should we continue to assign students grades in the traditional manner (percentages & letters), or should we move towards a system based on levels of mastery? I'm expecting a lot of reader comments on this one! Feel free to share any of your thoughts on grading, even if they do not directly answer Charlie's question. Please share your ideas 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 -- including my own -- published ...


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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