Author: Jennifer Cleary

Jennifer A. Cleary, MEd, earned her bachelor of science in business management from West Chester University of Pennsylvania and completed her education coursework at University of Pennsylvania before moving to Florida to begin her teaching career. After spending several years teaching primary and intermediate stu­dents, she earned her master’s degree in curriculum and instruction from Concordia University, Portland, Oregon. Cleary shifted her focus to elementary curriculum and instructional coaching support in the curriculum department at the district level. Her pas­sion for education, curriculum, and student growth led her to LSI, where she currently works in content development and product management. Through this work, Cleary has had the opportunity to work with educators through­out the country in the pursuit of high-quality rigorous instruction that results in increased student achievement for all. Follow Jennifer on Twitter: @JACleary213 Connect with Jennifer on LinkedIn: Jennifer Cleary

Positive Reinforcement Doesn’t Exist in the Real World… Does It?

By Jennifer Cleary, co-author of Classroom Techniques for Creating Conditions for Rigorous Instruction I recently read an article titled Teacher to Parent – Positive reinforcement doesn’t work in the long run. It was written by award-winning teacher Jody Stallings in response to a parent who had expressed frustration because her child

Did They Forget Everything? When Students Return From Vacation

By Jennifer Cleary, co-author of Classroom Techniques for Creating Conditions for Rigorous Instruction We’ve all seen, chuckled at, and likely shared memes and other social media posts describing how educators experience the holiday season. “Stay strong!” “Brace yourselves.” “December lesson plans: scrape students off the ceiling.” They are quite amusing, but many

New Report on “What Teens Want”

By Jennifer A. Cleary and Terry A. Morgan, co-authors of Classroom Techniques for Creating Conditions for Rigorous Instruction The Fordham Institute’s newly released report on student engagement initially delivers quite a dose of bad news. A national survey of 2000 public, charter, and private school students finds that students who consider dropping

Becoming an Expert Teacher Was My Biggest Mistake!

By Jennifer Cleary, co-author of Classroom Techniques for Creating Conditions for Rigorous Instruction Like most teachers, I’m the type of person who takes pride in hard work, and I want that hard work to show. When I take on a new project or learn a new skill, I want to become an