Improve the look of your handouts (and eliminate hours of future frustration) with one simple trick.
To be effective, our students must really understand the reasons we do what we do.
Unlike business leaders (and principals), teachers don’t get to choose who gets on our bus, and we can’t alter the destination, but we do have a lot of control over how we get there.
A month ago, I had a stack of unfinished books at least eight inches high by my bed, another unfinished book in my school bag, a few by my desk at school, and too many to count in my Kindle.
A few “tricks up your sleeve” to use for last-minute sub plans, a few spare minutes, or when the copy machine breaks.
Take some time to think about what we do, why we do it, and how we can do it better next year.
During 5th period on Friday, I walked up to the front office to check my mailbox and deliver some paperwork to the school secretary. I watched as a student sauntered down the sidewalk on the other side of the open patio, swinging the hall pass lanyard until it wrapped tightly around his fingers and then swinging it the other way to unwind it.
For years, I’ve known the best way to increase a student’s vocabulary is to help him/her see the ways the word parts work together to create meaning. Our current vocabulary program is based in solid research, and it seems both teacher- and student-friendly on the surface, but after working with it for a year and […]