By Ron Nash, author of In Praise of Foibles As a young and wet-behind-the-ears teacher of teenagers (and not far removed from that condition myself), I often asked questions beginning with, “Who knows the answer to…?” or “Who can tell me…?” Had I asked, “Is anyone listening?” I might have
By Joanna Sozio As I was watching a morning news show the other day, the topic was happiness, and the news anchors were interviewing “happiness researchers.“ When asked about the definition of happiness, the researcher replied: “Happiness is the joy we feel growing toward our potential.” This statement resonated with
If you are reading this post, it’s probably because you know that student motivation is key to greater academic success. And if you are like a lot of other educators, you’ve probably had days where it feels like no matter what you do, you can’t get your students motivated. Well,
This excerpt was originally published in Edweek, Classroom Q&A With Larry Ferlazzo Blog Michael D. Toth is the author of the award-winning book, Who Moved My Standards, the co-author with David Sousa of Improving Social, Emotional, and Cognitive Learning Through Academic Teaming (forthcoming, 2019), and the co-author with Dr. Robert J. Marzano of The Essentials of
By Robert Crowe and Jane Kennedy Imagine walking into a third-grade classroom, asking a student, “What are you learning today?” and hearing this: “We are learning about the causes and effects of evolution. When changes happen in the environment, some organisms survive, some move, and some die. We are gathering
By Jennifer Cleary, co-author of Classroom Techniques for Creating Conditions for Rigorous Instruction. This is the full version of a response originally published in Education Week Teacher. “Relationships teachers build with their students have the power to foster success or failure.” – Cleary, Morgan, Marzano Just Ask Students. In 1996, Mouton et al.
By Jaime Castellano, author of Educating Hispanic and Latino Students Article originally published in Education Week. Mistakes are bound to happen when approaching issues of race and racism in the classroom, considering that 80% of the public school teaching force identifies as White, and approximately 50% of the public school student population