Having a "pseudo-disaster" in school can happen to any teacher, such as when National Board Certified Teacher Starr Sackstein had a class in which she monopolized the conversation. In this blog post, she shares five questions she asks herself to help her bounce back from a lesson that didn't go as planned.
Teachers in a South Dakota elementary school have created a March Madness-themed bracket using books. Students will read eight books and vote on their favorites, using the bracket model, leading up to a "championship" to crown the favorite book on April 3.
More elementary- and middle-school teachers are connecting book authors to students through social media conversations using Skype, Twitter, Google Hangout or FaceTime. Teachers say conversations with authors give students insight into the real-world writing process, while the authors say they benefit from the interactions.
One root language, Proto-Indo-European, is the source of about half the languages spoken in the world today, writes Philip Perry. In this article, Perry highlights theories about how PIE spread around the world and shares an audio recording of how the root language might have sounded.
Ron Morris, a kindergarten teacher at a dual-immersion school in California, takes into consideration his students' backgrounds and cultures when teaching Spanish. He said he believes his approach helps them relate to the material.
Personal exchanges between students can help prevent school violence, according to Sean Brooks, a graduate student at Walden University. Brooks shares several tips to help implement what he calls Peer Mentoring 2.0, including using Skype or FaceTime if students cannot meet in person.
About 43% of California middle schools reported high suspension rates for African-American students in 2014-15, according to a study that looked at race and discipline in K-12 schools. Researchers have identified a "trust gap" that develops in middle school, where African-American students feel they are treated unfairly by authority figures.
It is important for students to travel to the country of a language being studied, says Monika Emeran, a high-school language teacher on St. Thomas in the US Virgin Islands. She has taken students to Italy, France and Greece and organized a nonprofit to promote international learning.
Many teachers feel they do not have a voice, educator Barbara Blackburn says in this interview. Blackburn and fellow educator Mary Tarashuk offer advice to help teachers find their voices and help students to be heard, too.
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