Giving answers to students in math class shifts the focus away from getting answers.
Identifying and reinforcing teachers' strengths is an important first step in the instructional coaching process.
Showing love for students means doing what's best for them, not what's easiest for us.
Using class time to review for tests is a disservice to all students, whether they're slackers or studious.
I previously dismissed long division as a meaningless math procedure. Am I backpedaling now in response to readers' comments?
What would happen if we put faith in the arts to help raise test scores? Maybe the funding would follow.
Instruction that focuses on procedures helps students do math, not know math.
Why math practice standard #1 (make sense of problems and persevere in solving them) is so important, and how to help students achieve it.
Students will only unlearn helplessness when teachers unlearn helpfulness.
Making every minute count doesn't preclude student empowerment; it promotes it.