(Teacher Tips)
- Think about the ratio of teacher talk to student talk.
- Think about what happens when you divide groups homogeneously and by level or ability?
- “You shouldn’t be expected to hit a target you can’t see.” We can’t expect kids to do something if we don’t tell them.
- If you want kids to pick 5 things, pass the bag around 5 times so kids get ones they like.
- Have students pair and share.
- Don’t say “Your mom is wrong.” Say “That’s not what we’re going to do here.”
- Approach to stop bad behaviors revolves around asking questions. Instead of saying “No, don’t hit.”, say “How do you think that makes him feel?”
- Be less reactive and more reflective about practice.
- Schools and classrooms must be learner-centered.
- Pay attention to the knowledge, skills, and attitudes that kids bring into the classroom.
- Schools and classrooms must be community centered.
- In order to get students to write or read, you have to be a passionate writer or reader.
- Rather than thinking either/or, think both/and.
- You can pass things out in a buffet line, or teacher passes out, or pass out of a bag, or student leader passes out.
- Give students time to play with the materials.
- Let students make choices for direction when possible.
- Think about when worksheets are appropriate and useful and when they hinder the experience.
- Come up with a chart/way to show your data as a class. This will save time.
- Without a worksheet, kids might not know the name for everything or how to spell it. Kids will spend a lot of time trying to spell and write.
- “Plans never work, but planning is invaluable.”
- The environment can be another teacher.
- You need to know where kids should be developmentally.
- You need to get children talking to see their thinking.
- We want to create an environment where kids can see themselves succeeding and doing well.
- The more language people have, the greater their ability to think abstractly.
- Introduce advanced vocabulary. It doesn’t matter that they can’t spell it, they can hear the language.
- Use synonyms in your teaching.
- Create a classroom culture where kids feel comfortable telling you that they don’t know what words mean.
- Write down words that you say. It can become your “Map of the Day”.
- Model critiques with the whole class. (i.e. peer reviewing third drafts of writing)
- Play is the way children start to structure their thinking.
- Make sure your assessment focuses planning.
- Make sure that you have systems, procedures, and rules in place that allow for small group instruction.
- Try not to have 30 minute whole group lessons. If you’re going to meet students where they are, don’t do too much whole group.
- Your time should be spent proportionally to get the most out of your time. Small group instruction has the most impact, which means you should spend more time on it.
- Look into Springboard.
- Put tennis balls on chairs for sound.
- Ask other teachers to determine seating arrangement.
- Don’t put too much on the walls.
- Colors matter.
- Look into free seminars at Teachers College.
- Look at your classroom from the child’s height.
- Teach based on what your children are bringing (or lacking).
- “You teach who you are.”- Maxime Greene
- Design ideal classroom at the end of the year.
- First impressions are really important to capture.
- Everyone will have preferences. You need to be aware of your preferences and how they impact your instruction.
- Know how much time you’re going to spend on each section and stick with it. Students will rise to meet your expectations.
- “Summative data is the autopsy. You need to know where the kids are before that.” - Principal Strasko
- Name “great mistakes”. Mistakes are where the learning is happening
- Have a digital clock or timer. When the timer goes off, you have to move on in instruction.
- If you do a summation of a lesson, you should already know who will share and what they will share.
- Writing and reading shouldn’t be separate because you use writing to show what you read.
- Ask students if you’re saying their name correctly.
- If you need to move on, tell the kids to write their question in their “parking lot” section.
- Start science lessons by showing something really interesting and passing it around.
- Be over-prepared, but don’t rush through your lesson.
- Develop a word wall for everything.
- Set rules and practice them.
- Do not give children choices if you don’t want them to choose.
- Minimize the number of rules. Let the environment help you demonstrate.
- “Everything people do makes sense to them.” - Frederick Erickson
- If there is a conflict, have students go to the peace corner. You can then use dramatic play to show how it can be used and play out.
- There are four main reasons for misbehavior: attention, power, revenge, and inadequacy.
- Make a conscious effort to speak to the back row.
- Don’t keep student seating the same for too long.
- Consequences should be your “big guns”. Don’t bring them out too soon.
- If a student misbehaves, ask them “Are you okay? How can I help you?” It changes the locus of responsibility.
- “The lion’s story will never be known if the hunter is the one who tells it.”
- Have behavior contracts.
- Check in with each other when they get to school and before they leave for the day.
- Introduce “powerful words”. Did you say “I don’t like when…”
- Buy a good pencil sharpener. Have sharp pencils on hand.
- Put your thumbs up if you understand.
- “Drop it like it’s hot.” when teacher gives signal.
- Criss cross apple sauce, peanut butter hands.
- “Can I share your mistake?”
- Hands on your head. Hands on your ears. Eyes on me.
- Sequencing matters. Pass out assignment and paper later.