Just a heads-up: We're excited to kick off the new school year off with two new teacher blogs on our site: In Coach G's Teaching Tips, instructional coach David Ginsburg offers sage advice on classroom practice, with a strong focus on classroom management. In Leading From the Classroom, Patrick Ledesma—a special educator, technology specialist, and classroom fellow with the U.S. Department of Education's Teacher Ambassador program—explores issues surrounding instruction and education policy. Check them out when you get a chance. You'll find some things you can use in your own classroom, as well as a lot to think...


Frustrated young teachers wonder why they didn't get more help from colleagues.


NYC Educator reprints his time-honored advice to new teachers on classroom management: The best trick, and it's not much of a trick at all, is frequent home contact. It's true that not all parents will be helpful, but I've found most of them to be. When kids know reports of their classroom behavior will reach their homes, they tend to save the acting out for your lazier colleagues--the ones who find it too inconvenient to call. You are not being "mean" or petty--you're doing your job, and probably helping the kid. If you want to really make a point, make ...


Just a heads up: Scott McLeod of Dangerously Irrelevant is hosting a series this week on the question of, "What Do Teachers Need From Administrators." From the first entry, by Brian Crosby: Give us, and advocate for us, more time to plan. Effective teaching requires, more than ever, effective planning. I would love to have as much as 2 weeks (not including a day or two to set up my classroom) at the beginning of the school year. Time to plan as a staff, unit (for example - upper elementary grades), grade level and self. I know this costs money ... ...


Columnist Robert J. Samuelson looks at the anemic results of school reform over the past 50 year and pins the blame on an "almost unmentionable" factor: lack of student motivation.


Dan Brown says that the best teaching books are driven by personal stories as opposed to abstract theories and generic technical illustrations:


Anthony Cody and Kelly Kovocic argue that efforts to evaluate teachers solely—or even mainly—on the basis of standardized test results are ultimately counter-productive.


Teacher-led schools are cropping up at various points around the country.


So I've been been scanning through some teacher blogs to see if there might be any common back-to-school themes. One thing that jumps out: There are a lot of air-conditioning problems in classrooms out there. Poor Epiphany in Baltimore, whose (low-income) school apparently doesn't even have A/C, is really struggling: It hit 93 in my classroom today, and that, coupled with the humidity and a room chock full of kids, just doesn't make for a good learning environment. I do my best, but it's hard not think it's pretty inhumane not to offer a/c in every school when ...


Ariel Sacks worries that the increased focus on "data and test preparation has created a new kind of distance between today's teachers and students.


Education policy writers Andrew J. Rotherham and Daniel Willingham argue that the 21st-century skills movement, despite its obvious relevance to the needs of today's students, risks devolving into a mere fad if reformers don't devote more attention to the infrastructure (both organizational and intellectual) of teaching and learning.


Grace Rubenstein of Edutopia writes on some remarkable research showing that periodically giving African-American students a chance to write about their personal values can significantly boost their performance across academic subjects.


Despite $10 billion in new federal funding explicitly designed to save educator jobs, many teachers who've been laid off may not be called back to the classroom anytime soon


Facebook is suing a yet-to-be-launched social network called Teachbook over the use of the suffix "book" in their name.


The Lodi School District in New Jersey will soon have teachers testing students with formative assessments in the middle of instructional units, to allow teachers to focus on problem spots before moving onto new material.


The Wall Street Journal notes the flaws of test-based teacher evaluations, but proposes ways to incorporate student test scores into teacher evaluations fairly and effectively.


John Merrow of Learning Matters defends the recent L.A. Times series that analyzes individual teachers' effectiveness—with names named—in connection with student test scores


A former classmate of the recently deceased Robert Byrd can't keep out of the classroom, even at 94 years of age.


A new boys' middle school in Berkeley, Calif., has structured its curriculum around the principle that young boys tend to be energetic and always on the move.


After behind-closed-doors negotiations broke down, Seattle Public Schools and their teachers have gone to the public to fight the use of test scores in teacher evaluations.


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