December 2016 Archives

One of the most fundamental routines in an English or any literacy-based classroom is the practice of reading. So what do we do when we give students a reading task, but we see that real reading is not happening? I'm talking about those moments when it seems like we're stuck repeating directions, redirecting off task behavior, and even struggling to stay focused ourselves. Maybe it's just a wonky moment--or maybe it's time to step back, evaluate what's really going on, and change course.


"I know from personal experience (growing up Jewish in a non-Jewish community) that school around this time can feel isolating," writes Ariel Sacks.


The opinions expressed in Teaching for the Whole Story 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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