Last week, I posed the question: How can we help students develop self-control? As I mentioned in that post, I've received several months-worth of questions so far (please keep 'em coming!), but now and then I'm also planning to include a question that I've come up with....and I'll label them as "Questions On My Mind." These questions, like the one I'm addressing today, will be challenges that I'm interested in exploring and/or ones whose answers I think might provide helpful background for upcoming topics that educators have already submitted. As I mentioned last week, I know that the ...


I've received several months-worth of questions so far (please keep 'em coming!), but now and then I'll also include a question that I've come up with....and I'll label them as "Questions On My Mind." These will be questions that I'm interested in exploring and/or ones whose answers I think might provide helpful background for upcoming topics that educators have already submitted. This week I'm offering the first "Question On My Mind": How can we help students develop self-control? I know it's a question on many teacher's minds, and it's always better to help students increase their capacity of ...


Gail Kochon asked: What social/political causes have contributed to the downgrading of respect for the teaching profession? As I mentioned in last Friday's post, I think it is safe to say that many of us teachers have felt less respected for a number of reasons -- whether it's the push for new test result-connected evaluations that are often couched in terms of "firing" teachers instead of helping us improve; the publication of teacher ratings in newspapers, and being told that the "best" people don't become teachers. But are our concerns real or are many of us just whining? It ...


This week's question comes from Gail Kochon, who asks: What social/political causes have contributed to the downgrading of respect for the teaching profession? I think it is safe to say that many of us teachers have felt under attack for many reasons -- whether it's the push for new test result-connected evaluations that are often couched in terms of "firing" teachers instead of helping us improve; the publication of teacher ratings in newspapers, and being told that the "best" people don't become teachers. But perhaps not all of us feel the same -- maybe others feel that there has ...


P.J. Vermont asked: Does grade-level retention work as an accountability tool for students and parents? It's an important question, P.J., and I'm sure it's one that weighs heavily on the minds of many teachers and administrators. Personally, I try as much as possible to base all of my student-related decisions and perspectives -- grades, discipline, feedback -- on the answer to one question: Will what I'm thinking of doing help the student "move forward"? In other words, will it encourage him/her to want to continue learning? Will it help the student develop intrinsic motivation? Will it increase ...


This week's question comes from P.J. Vermont, who asks: Does grade-level retention work as an accountability tool for students and parents? The issues of grade level retention and social promotion come up frequently for teachers and administrators, so it's an important question to explore further... Please leave your responses to P.J.'s question in the comments section of this post. I'll share a few of them next Wednesday, where I'll also publish my response and ideas from invited guests. Anyone whose question is selected for this weekly column can choose one free book from a selection of twelve ...


Carla Arena asked: How do teachers make informed decisions in relation to a balanced use of technology in the classroom? Where can new teachers become better informed about best practices for technology use in the classroom without becoming overwhelmed and discouraged by the overload of information? It's a great question, Carla, and particularly timely in light of last Sunday's major New York Times article on this topic. In order for me to use any kind of technology in my classroom -- beyond a document camera or showing a YouTube clip on my computer projector, I need to be able to ...


This week's question comes from Carla Arena, who asks: How do teachers make informed decisions in relation to a balanced use of technology in the classroom? Where can new teachers become better informed about best practices for technology use in the classroom without becoming overwhelmed and discouraged by the overload of information? Now that's an issue often faced by new and experienced teachers alike! It's fairly easy to feel seduced, scared, frustrated or burdened by educational technology. Let's explore the best ways to get a handle on ed tech so that it benefits our students and doesn't create even more ...


Chris Moore asked: "How do you teach people to LISTEN better? Everyone seems to want very individualized instructions. They don't listen to any of the instructions and then the minute they have a problem with the assignment they want me to explain it all over again to them personally. It seems to be almost every teacher's number one problem -- how to teach listening skills..." Many of us have faced, or are facing, this challenge. It can be frustrating to hear students asking "What are we supposed to do?" within seconds of having explained instructions. There are, I think, some ...


This week's question comes from Chris Moore, who asks: "How do you teach people to LISTEN better? Everyone seems to want very individualized instructions. They don't listen to any of the instructions and then the minute they have a problem with the assignment they want me to explain it all over again to them personally. It seems to be almost every teacher's number one problem -- how to teach listening skills..." Many of us have faced, are facing, or will face this challenge. It can be frustrating to hear students asking "What are we supposed to do?" within seconds of ...


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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