With foreword by Lee Canter No-Nonsense Nurturers(R) are educators who build life-altering relationships with students, set high expectations for students, and hold themselves and their students accountable for achievement. Every Student, Every Day shares the lessons, mindsets, beliefs, strategies, and classroom expectations these high-performing teachers use daily to optimally support the needs of every student they serve. Use this book to implement No-Nonsense Nurturer(R) classroom behavior management strategies: Gain training and strategies for effective classroom management and positive classroom culture. Access companion videos designed to deepen your learning of the book's content. Explore the No-Nonsense Nurturer(R) four-step model. Understand how to use an empowered mindset to create a positive learning environment and increase student engagement. Complete activities that will help you reflect on your current classroom management techniques and determine next steps. Contents: Foreword by Lee Canter Introduction: The Need for No-Nonsense Nurturing Part 1: Examining Effective and Ineffective Classroom Management Mindsets Chapter 1: Ineffective Classroom Management--Unintended Enablers and Negative Controllers Chapter 2: Effective Classroom Management--No-Nonsense Nurturers Part 2: Establishing a No-Nonsense Nurturing Classroom Culture Chapter 3: Give Precise Directions Chapter 4: Use Positive Narration Chapter 5: Implement Accountability Systems Epilogue: Putting It All Together References and Resources
Use this book to implement No-Nonsense Nurturer(R) classroom behavior management strategies: Gain effective classroom-management techniques and training and create a positive classroom culture.
Author: Kristyn Klei Borrero
In Culturize, Jimmy Casas shares insights into what it takes to cultivate a community of learners who embody the innately human traits our world desperately needs, such as kindness, honesty, and compassion. His stories reveal how these "soft skills" can be honed while meeting and exceeding academic standards of twenty-first-century learning.
In Culturize, Jimmy Casas shares insights into what it takes to cultivate a community of learners who embody the innately human traits our world desperately needs, such as kindness, honesty, and compassion.
Author: Jimmy Casas
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom.
Author: Jonathan Bergmann
Publisher: International Society for Technology in Education
It started with a simple observation: Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don't need their teachers present to listen to a lecture or review content. From there, Jonathan Bergmann and Aaron Sams began the flipped classroom: Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. Bergmann and Sams found that their students demonstrated a deeper understanding of the material than ever before. Learn what a flipped classroom is and why it works, and get the information you need to flip your own classroom. --from publisher description.
Learn what a flipped classroom is and why it works, and get the information you need to flip your own classroom. --from publisher description.
Author: JONATHAN BERGMANN;AARON SAMS.
Performance-Based Assessment for Middle and High School Physical Education is a cutting-edge book that teachers trust for assessing middle school and high school physical education students. Also a highly popular undergraduate text for courses that focus on performance-based assessment, this new third edition features significant additions, enhancements, and updates: New chapters on effective management and instruction delivery, which make it appropriate for PETE instructors using the book for secondary methods courses A new chapter on assessments with various instructional models, including Sport Education, Teaching Games for Understanding, Cooperative Learning, Personalized System of Instruction, and Teaching Personal and Social Responsibility A new chapter on assessing dance (with sample dance units in the web resource) A new sample unit on ultimate Frisbee in the chapter on invasion games An expanded section on cognitive assessments, with suggestions for writing tests Updated content on rubrics Performance-Based Assessment shows readers how to use portfolios to assess fitness, and it offers an example of a portfolio assessment for a high school fitness course. It also guides readers in using skill tests in physical education. Written by two authors with a combined 26 years of experience teaching physical education in public schools, the text discusses various assessment formats, helping PETE students and in-service teachers know both what to assess and how to assess it. Readers learn how to develop culminating and progressive assessments, as well as plan for continuous performance-based assessments and acquire effective teaching strategies for standards-based instruction. All content is aligned with current SHAPE America national standards and is supported by research from educational assessment giants such as Tom Guskey, Richard Stiggins, Dylan William, Robert Marzano, and James Popham. The book is organized into four parts, with part I introducing readers to performance-based assessment issues such as the need for change in the assessment process, how assessments can be used to enhance learning, the various assessment domains and methods, and the use of rubrics in assessments. Part II explores aspects of managing and implementing physical education lessons. In part III, readers learn about the components of performance-based assessment, and in part IV, they delve into issues affecting grading and implementing continuous performance-based assessment. This groundbreaking text explains the theory behind assessment and, through its numerous models, shows how to apply that theory in practice. The text is filled with practical examples, much more so than the typical assessment book. And it is supplemented by a web resource that houses forms, charts, and other material for instructors to use in their performance-based assessments. Class size, skill levels, and time factors can make assessments difficult—but far from impossible. The examples in the book are meant to be modified as needed, with the ideas in the book used as starting points. Teachers can use the material, examples, and tools in this book to create assessments that enhance student learning, providing them feedback to let them know what they have accomplished and how they can work toward goals of greater competence.
This kind of accountability can work on multiple days when students are given the
opportunity to practice for the assessment (Lund 1992; ... Teachers can assess
every student by systematically observing a different set of students each day.
Author: Jacalyn Lea Lund
Publisher: Human Kinetics
Words matter. Every day in schools, language is used—whether in the classroom, in a student-teacher meeting, or by principals, guidance counselors, or other school professionals—implying, intentionally or not, that some subset of students have little potential. As a result, countless students “underachieve,” others become disengaged, and, ultimately, we all lose. Mica Pollock, editor of Everyday Antiracism—the progressive teacher’s must-have resource—now turns to what it takes for those working in schools to match their speech to their values, giving all students an equal opportunity to thrive. By juxtaposing common scenarios with useful exercises, concrete actions, and resources, Schooltalk describes how the devil is in the oft-dismissed details: the tossed-off remark to a student or parent about the community in which she lives; the way groups—based on race, ability, and income—are discussed in faculty meetings about test scores and data; the assumptions and communication breakdowns between counselors, teachers, and other staff that cause kids to fall needlessly through the cracks; or the deflating comment to a young person about her college or career prospects. Schooltalk will empower educators of every ilk, revealing to them an incredibly effective tool at their disposal to support the success of all students every day: their words.
Schooltalk will empower educators of every ilk, revealing to them an incredibly effective tool at their disposal to support the success of all students every day: their words.
Author: Mica Pollock
Publisher: New Press, The
An Evaluation of the Public Schools of the District of Columbia is a comprehensive five-year summative evaluation report for Phase Two of an initiative to evaluate the District of Columbia's public schools. Consistent with the recommendations in the 2011 report A Plan for Evaluating the District of Columbia's Public Schools, this new report describes changes in the public schools during the period from 2009 to 2013. An Evaluation of the Public Schools of the District of Columbia examines business practices, human resources operations and human capital strategies, academic plans, and student achievement. This report identifies what is working well seven years after legislation was enacted to give control of public schools to the mayor of the District of Columbia and which areas need additional attention.
Separate data on suspensions and expulsions from D.C. public schools for
20112012 comes from an advocacy group (Every Student Every Day Coalition,
n.d.): see Table 54. These data show 18,950 exclusions from the classroom that
Author: National Research Council
Publisher: National Academies Press
Urban school superintendents face unprecedented challenges. They must ensure that all students achieve a high level of performance despite a lack of resources, the intractable problems of race and poverty, a chaotic governance structure, and the often conflicting demands of teachers, parents, unions, and the community. This important book, edited by the co-directors of the prestigious Harvard Urban Superintendents Program (USP), explores the ways in which superintendents can make a difference in the lives of each child, every day, by being knowledgeable about and driven by what happens in the classroom. The editors and distinguished contributors cover a wide range of vital topics that superintendents face from the day they are hired to the day they retire, such as how superintendents can most effectively communicate their vision, plan strategically, institute instructional reform, engage the community, and allocate resources. The book is filled with illustrative examples of well-known superintendents who are trailblazing new means to achieve educational fairness for all children and are changing the landscape of urban school systems today. In addition, Every Child, Every Classroom, Every Day highlights the Urban Superintendents Program's Leadership Framework, which is designed to aid administrators and educators in decision making and achieving equity. An ancillary CD containing teaching notes and exhibits is also included (in the print edition only) as an aid to teachers who wish to scaffold material discussed in the text. Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file. These materials will be made available for download upon purchase of the digital edition Co-published with Education Week and the American Association of School Administrators.
... for every student, every day. In 2006 the district began a series of committee
meetings to set specific academic metrics for the newly passed strategic plan,
which only consisted of goals and subgoals without. SUSTAINING
Author: Robert Peterkin
Publisher: John Wiley & Sons
2012 International Conference on Teaching and Computational Science (ICTCS 2012) is held on April 1-2, 2012, Macao. This volume contains 120 selected papers presented at 2012 International Conference on Teaching and Computational Science (ICTCS 2012), which is to bring together researchers working in many different areas of teaching and computational Science to foster international collaborations and exchange of new ideas. This volume book can be divided into two sections on the basis of the classification of manuscripts considered. The first section deals with teaching. The second section of this volume consists of computational Science. We hope that all the papers here published can benefit you in the related researching fields.
University daily management is a very important subject, the daily management
throughout the life of each student every day,if we don't manage the students's
daily management, it will undoubtly affect the normal teaching and other activities
Author: Wei Zhang
Publisher: Springer Science & Business Media
Meetings for conference and prayers were held by the students every day and
every night . Every student , indeed every member of the college , felt awed and
subdued . In later years the religious interest has not so often taken the form of
Category: Church and the world
Offers the best thinking in educational theory & practices to ensure that all students succeed in school & are prepared for the job market & a changing society. Six guiding elements make up the framework, the first two being major goals & the others implementing strategies: 1. a rich core curriculum; 2. preventive approaches; 3. integrated programs; 4. staff development; 5. planning, implementation, & evaluation; & 6. a commitment to provide whatever else it takes.Ó
A Conceptual Framework for Students at Risk of School Failure. Another option,
which can be used in conjunction with the eight days, involves the extension of
the teaching day by 15 to 20 minutes per day for four days a week and
Publisher: DIANE Publishing
One of the chief advantages of a law school - and especially one not
overcrowded with students - - is that by a rigorous course of examination ,
repeated with every student every day on his day ' s reading , thorough accuracy
is guaranteed in ...
Author: University of Mississippi
This work addresses Lasallian pedagogical spirituality, defined as the dynamic integration of foundational convictions, basic operative commitments, and consistent practices permeating the teaching dimensions of schools that claim the heritage of St. John Baptist de La Salle and the Brothers of the Christian Schools. The dissertation examines the content of Lasallian pedagogical spirituality and proposes measures for realizing its vitality within Lasallian school life. Particular pedagogical characteristics, components of an overall pedagogical spirituality, are present in the original charism of St. John Baptist de La Salle. The basic operative commitments that underlie those characteristics ought to be integrally realized in a pedagogy that claims to be Lasallian and wholly incorporated in the formation of Lasallian educators. There are three sequential parts to the dissertation: 1) an overview of the St. John Baptist de La Salle's context and personal history, 2) an overview of his literature followed by an analysis of aspects of Lasallian pedagogical spirituality evidenced in that literature according to five pedagogical elements: the teacher, the student, the teacher/student relationship, the activity of teaching, and the school in general, and 3) a contemporary articulation of the Lasallian basic operative commitments that characterize his spirituality today, along with their implications for the formation of Lasallian educators Extrapolating from the life and writings of De La Salle, ten Lasallian operative commitments are proposed. The commitments are presented in the form of attributes that may be applied to Lasallian institutions and their pedagogical components: 1) centered in and nurtured by the life of faith, 2) trusting providence in discerning God's will, 3) with creativity and fortitude, 4) through the agency the Holy Spirit, 5) incarnating Christian paradigms & dynamics, 6) with practical orientation, 7) devoted to education, accessible and comprehensive, 8) committed to the poor, 9) working in association, 10) expressing a lay vocation. The dissertation concludes by presenting teacher formation structures and strategies for introducing Lasallian operative commitments and by providing a Lasallian Mission and Vision Statement.
In reading, for example, one student reads while all are reading the same
material to themselves, the teacher calling on students out of turn in ... Integral to
De La Salle's method was the policy of personally involving each student every
Author: George Van Grieken FSC
Publisher: George Van Grieken FSC
Discover winning inquiry-based strategies for teaching science in diverse classrooms using robotics, rockets, straw-bale greenhouses, expeditionary learning, independent research study, technology and music, and much more!
Find what works for you and your students. Meet and greet. Meet students at the
door. Greet them as they enter. This allows for personal contact with every
student, every day! To get students in the mindset of science, I meet them at the
Author: Randi Stone
Publisher: Corwin Press
... plan of instruction adopted by the last General Assembly , teaching all the
students together as one class , with the exception of the department of Hebrew ,
every Professor meeting every student every day , and each of the Professors
This book is an educational, instructional and self-help manual useful to young people coming of age in a society that is rapidly devolving into a strange and sinister New World Order. It alerts readers to the impending total collapse of values and sexual morality, and redefines a number of misleading core concepts which many presently hold as fact. It is unequivocal on issues such as the crisis of homosexuality, the invasion of the gaylien race, the religious cult war raging under the banner of the rainbow and the slogan ‘diversity’, and offers self-help tips for the homosexually challenged. Most appropriately, it concludes with information on life skills essential for escaping the rabid immorality advancing across the nations of the world today.
The homosexual challenge isnothing but proof that something went wrong during
the developmental stages ofan individual's sexuality. ... You can overcome this
problem; people have successfully overcome it and are doing so every day.
Author: Ikechukwu Odumodu
Category: Health & Fitness
Gay rights activism in reality, is an effort by homosexuals to gain acceptance in
the society and spread the 'virus' ... and are doing so every day If your desire for
sexual orientation rehabilitation is strong enough, it will motivate you to take
Author: Ikechukwu Odumodu
Publisher: Dorrance Publishing
One of the chief advantages of a law school is that by a rigorous course of
examination, repeated with every student every day on his day's reading,
thorough accuracy is guaranteed in his mastery of the subject. In this school
every study is ...
Author: University of Mississippi
What are the odds of a meteor hitting your house? What are ""warm"" clothes anyway? Do you get ""more"" sunlight from Daylight Saving Time? Everyone loves a good mystery and these unfold in the 15 stories presented in Even More Everyday Science Mysteries, the third volume in author Richard Konicek-Moran's award-winning series. Again, the author uses stories without endings to teach a science principle, allowing the students to investigate how each story can be resolved. All the stories relate to the world around us and encourage students to ""take ownership"" of their learning.
A major premise of this book is that if students can see the real-life implications of
science content, they will be motivated to carry out hands-on, ... It is difficult, if not
impossible, to make each lesson personally relevant to every student. However ...
Author: Richard Konicek-Moran
Publisher: NSTA Press
Category: Detective and mystery stories
The story format is one of the most effective ways to engage students’ attention right from the start. Each chapter includes a list of science concepts explored, targeted strategies for using the stories with children in grades K–8, and key matching story concepts with corresponding standards in the National Science Education Standards.
A major premise of this book is that if students can see the real-life implications of
science content, they will be motivated to carry out hands-on, minds-on ... It is
difficult if not impossible to make each lesson personally relevant to every student
Author: Richard Konicek-Moran
Publisher: NSTA Press