In this letter from This Is Balanced Literacy, Grades K-6, by Douglas Fisher, Nancy Frey, and Nancy Akhavan, the authors briefly discuss their view of what balanced literacy is and the impact it can have on teaching and learning.
Answer these important questions from The Co-Teacher's Playbook with your co-teacher team in order to set clear expectations and boundaries and to better understand each other as a team.
Complete this activity from The Co-Teacher's Playbook as a co-teaching team to take stock of your individual strengths and goals in order to better understand how you can better work together.
Use this template from How to Deal With Parents Who Are Angry, Troubled, Afraid, or Just Seem Crazy by Elaine K. McEwan-Adkins as a guide for preparing what to say during an assertive intervention with parents.
The guys at Principal Center Radio sit down with Catlin Tucker to discuss Power Up Blended Learning and her recommendations for building a professional Learning infrastructure to support sustainable change.
"When we speak of Black boys as a group defined by the fact that they share 'categories' (they are Black and they are boys) we necessarily have to speak of the challenges that they face as a result of the way U.S. society renders those categories..."
Read more from Eddie Moore Jr., author of The Guide for White Women Who Teach Black Boys, on Corwin Connect.
"Our underperforming, low-confidence students need teachers who understand how they learn and who communicate that they care. The instructional strategies listed below are productive for all students, but they are essential for underperforming, low-confidence students."
Read more from Jon Saphier, author of High Expectations Teaching, on Corwin Connect.
"How do we help students to believe in themselves—to believe they can master complex content and that effort determines their academic success? If they are behind academically, it’s not because there is something wrong with their brains or their 'ability' is deficient."
Read more from Jon Saphier, author of High Expectations Teaching, on Corwin Connect.
"Most of you reading this have never met me in person or seen my picture. I have an enormous forehead. Once, while teaching a small group of at-risk teens, a clever student actually informed me that I possess a fivehead. Like I said, clever."
Read more from Ben Springer, author of Happy Kids Don't Punch You in the Face, on Corwin Connect.
"In the past, and even many classrooms today, a math class involved the teacher presenting a lesson, then students practicing the procedures therein, and the teacher correcting students along the way. But things are changing!"
Read more from Teresa Lara-Meloy, author of Mathematical Argumentation in Middle School-The What, Why, and How, on Corwin Connect.
"In our work, we help teachers support rich, inclusive mathematical discussions among all students. For these discussions to happen, a classroom culture must be developed based on what are often new norms for mathematics class: that students should listen to each other, not just the teacher; that mistakes are OK, even welcomed, as students search for mathematical truth together. New norms take time and deliberate effort to develop."
Read more from Jennifer Knudsen, author of Mathematical Argumentation in Middle School-The What, Why, and How, on Corwin Connect.
"Debriefing is a daily exercise in most professions: business, politics, law enforcement, psychology, healthcare, law, etc. It is often seen as integral to the profession as members reflect on their learning experiences, track their progress, and name their understandings. In truth, debriefing is accepted as an everyday necessity in order for the professional to advance in his/her practice."
Read more from Margie Pearse, author of Teaching Numeracy, on Corwin Connect.