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John Evans

ASCD EDge - School Culture Resources for Connected Educator Month - 1 views

    "ASCD's Connected Educator Month (CEM) resources and discussions this week are dedicated to school culture. We believe a key step to providing a welcoming, supportive environment for students is to offer you professional development resources that emphasize school culture. Visit this ASCD EDge® page for our updating list of overall CEM resources."
John Evans

Four Ways to Foster Independent Readers and Writers | ASCD Inservice - 0 views

    "As an elementary reading specialist, my passion and my goal is always to give students the confidence to see themselves as readers and writers. It seems to be a universal goal that teachers want students to become more independent. But how do we help them get there? "
John Evans

12 Tips for New Teachers (And Those Starting Anew in 2014) | ASCD Inservice - 0 views

    "For all of you new teachers out there (and also those who have been in the profession for a while now), I wish you years of success, as you are in the greatest position of all- the position to influence the lives of many students. Right now, your current focus is probably on how to have a successful first few weeks of school. What might be the best ways to spend your time as you are preparing for the school year to start? What are some things you should keep in mind once the students arrive and class begins?
    Here are 12 tips for success as you begin your career (or school year) and continue growing in the teaching

John Evans

Literature Circles: A Student-Centered Approach to Literacy - Ferndale, MI, United Stat... - 4 views

    "When we use literature circles, small groups of student gather for an in-depth discussion of a literary work. To ensure that students have a clear sense of direction and remain focused, each group member is given a specific task. For example, one student may be the designated artist; s/he is responsible for using some form of art to explore a main idea, a theme, or significant scene from the text. Another group member, the wordsmith, might be responsible for documenting important, unusual, or difficult words from the reading. Regardless of each student's role, each group must collaborate as they read, discuss and critically engage with texts."
John Evans

Educational Leadership:Making a Difference:Overcoming the Challenges of Poverty - 0 views


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    Online June 2014 | Volume 71
    Making a Difference Pages 16-21
    Overcoming the Challenges of Poverty

    Julie Landsman

    Here are 15 things educators can do to make our schools and classrooms places where students thrive.

    Last year, when I was leading a staff development session with teachers at a high-poverty elementary school, a teacher described how one of her kindergarten students had drifted off to sleep at his seat-at 8:00 a.m. She had knelt down next to the child and began talking loudly in his ear, urging him to wake up. As if to ascertain that she'd done what was best for this boy, she turned to the rest of us and said, "We are a 'no excuses' school, right?"

    A fellow teacher who also lived in the part of Minneapolis where this school was located and knew the students well, asked, "Did you know Samuel has been homeless for a while now? Last night, there was a party at the place where he stays. He couldn't go to bed until four in the morning."

    I couldn't help but think that if the "no excuses" philosophy a school follows interferes with basic human compassion for high-needs kids, the staff needs to rethink how they are doing things. Maybe they could set up a couple of cots for homeless students in the office to give them an hour or two of sleep; this would yield more participation than shouting at children as they struggle to stay awake.

    This isn't the first time I've heard of adults viewing low-income children as "the problem" rather than trying to understand their lives. In a radio interview I heard, a teenage girl in New O
John Evans

Daniel Pink at ASCD: why being persuasive in the classroom is more important than ever ... - 4 views

    "When we try to lead, teach, instruct, or explain, we usually spend most of our time talking about HOW to do something. We don't spend nearly enough time talking about the WHY. This is the cheapest persuasive tool you have: explaining WHY."
John Evans

ASCD Express 8.09 - The What and Why of a Professional Learning Network - 1 views

    "No matter how old the profession, those who work in a particular field have always had the ability to communicate with one another to compare notes and improve services. The form of communication began with face-to-face contact in early civilization and evolved to a more digital form in today's age of technological advances. Technology has always improved communication methods by enabling all-not just professionals-the ability to consult, collaborate, and learn from others. This has progressed from the earliest printing presses to the most recent smartphones."
John Evans

ASCD Express 9.09 - The Art of Thinking Like a Scientist - 3 views

    "Through the arts, students learn to observe, visualize, manipulate materials, and develop the creative confidence to imagine new possibilities. These skills and competencies are also essential to scientific thinking and provide a strong argument for transforming STEM education by integrating the arts"
John Evans

Educational Leadership:Getting Students to Mastery:Five Musts for Mastery - 5 views

    "Getting students to "mastery" implies that they have mastered a concept, have learned everything there is to know about it, and are ready to move on. This definition of mastery doesn't sit well with me. I've studied topics for years and never "mastered" them. In fact, I earned my master's degree in education more than a decade ago, but I learn how to be a better teacher every day. Each interaction with a student, every conference I attend, and daily conversations with colleagues continually expand my understanding. I can always learn more and explore a topic further."
John Evans

A Walk Through the Brain - 4 views

    "Because this book's main focus is on the day-to-day classroom applications of brain-based research, I will not attempt to provide you with a thorough description of the physical brain and all its functions. However, it is beneficial for teachers to have at least a general awareness of how the brain physically functions. This knowledge can help teachers understand their students' needs or reactions and may provide a physiological basis for certain instructional decisions. So, let's take a quick walk through the brain."
John Evans

ASCD Express 8.05 - Reading for Meaning - 0 views

    "Reading for Meaning is a research-based strategy that helps all readers build the skills that proficient readers use to make sense of challenging texts. Regular use of the strategy gives students the opportunity to practice and master the three phases of critical reading that lead to reading success, including

    Previewing and predicting before reading.
    Actively searching for relevant information during reading.
    Reflecting on learning after reading."
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