What keeps you up at night? Perhaps you're struggling with preparing your students for the real world, or confused about how to assess individual learning when students work together. Maybe you need strategies to integrate tablets with effective instruction or to maximize time for learning in your classroom. Join leading ASCD authors in a free webinar about their new ASCD Arias™ publications, which provide the answers you need from voices you trust.
Wednesday, September 18, 2013, 3:00 p.m. eastern time Register now!
Piano instructor Frances Clark once said, "Teach the student first, the music second, and the piano third." We must first teach our students our expectations and how to be successful in our classrooms before we jump into content. When you have procedures and routines in place, your time with students is maximized—and time is a sought-after commodity, whether you come from an affluent district or one battling budget cuts. In order to acquire more time, we must spend time on properly rehearsing expected routines and procedures with our students (Wong & Wong, 2004). When students are on task and meeting your expectations, you can then give them the careful and thorough observation and feedback they need.
Join Donald Kachur, author of the new ASCD book Engaging Teachers in Classroom Walkthroughs, in a free webinar on learning how to plan and implement an engaging form of embedded professional development in which teachers are actively involved as observers of peers in classroom walk-throughs.
Post written by Rachel Syms, a native of Los Angeles who moved to Chicago to pursue a degree in journalism at Columbia College. She hopes to write for a magazine after graduation.
"How many of you, yourselves, were challenging, disruptive, or unmotivated back when you were in school?" That's the question Brian Mendler, adjunct professor at St. John Fisher College in New York, asked the room full of educators attending his 2013 ASCD Annual Conference session, "Motivate and Manage a Differentiated Classroom."
Mendler, author of The Taming of the Crew and coauthor of Strategies for Successful Classroom Management and Discipline with Dignity, admits that as a child he struggled with his disruptive behavior in the classroom and a severe learning disability that interfered with his reading capabilities. He says that he was able to get through school until the 4th grade, when faking it became a problem because of a difficult teacher he didn't get along with. Mendler says the teacher mocked him, called him lazy and unmotivated, and told him to try harder. After being labeled "emotionally disturbed" following a disagreement with the teacher, he was placed into self-contained special education for two years.
Delve into summer learning with tips and strategies from a few of your favorite ASCD authors. The first session in the ASCD Summer Boot Camp Webinar Series kicks off Thursday, July 18, at 3 p.m. eastern time and presents a strategic approach to direct vocabulary instruction that helps students master key concepts and retain new terms. Other topics include teacher-led walk-throughs, curriculum, and motivation and engagement from a developmental science perspective.
Post written by Jasmine Sanborn, a senior digital and visual journalism student at Loyola University Chicago. She hopes to follow her passions for conservation and comics and someday join the ranks at National Geographic or Marvel Comics.
These are just a few words a panel of five blended-learning students used to describe how they felt about the classic high school experience. Moderator Mickey Revenaugh of Connections Education emphasized that this is not to say that every school is like this, but that the school system is definitely changing.
Post written by Jessica DuBois-Maahs, a Medill School of Journalism candidate at Northwestern University concentrating in finance reporting and interactive publishing. Starting this month, she will be a business reporter for MediaTec Publishing in Chicago, Ill.
Yvette Jackson believes that the labeling of students and schools is a detriment to education. Having worked in schools labeled "underperforming" and with students labeled "underachieving," Jackson says that such negative constructs yield disastrous results for both teachers and students.
We know that when students are fully engaged in learning and school, academic achievement, attendance rates, and participation in activities increases. Students need to be motivated in their learning before they can apply higher-order, creative-thinking skills and, ultimately, be prepared for their future college, career, and citizenship success.
Recently, I dropped off more than 100 certificates for our principal, Mat McRae, to sign for winners in our high school's March Into Reading challenge. For the contest, students could draw or paint a new cover for their favorite book; create a book out of metal, wood, clay, or the medium of their choice; or create a graphic design that promotes reading. When all the entries were in, we had nearly 300 projects to judge, out of a school of 650 students. Our principal's response to the overwhelming participation in our school was, "It's all about the leadership."
In elementary school I could not imagine why I was being tortured by Latin or math, and my perception of soccer was chiefly that of being a crashee.
But I loved starting things, especially newspapers. Once I had saved enough to buy a mimeograph machine, which was an improvement over my prior mass reproduction method of typing hard on as many carbon copy sheets as possible, I was unstoppable.