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Siri Anderson

06 Writing Across the Curriculum v001 (Full).pdf (application/pdf Object) - 0 views

www.ttms.org/...Curriculum%20v001%20(Full).pdf

writing teacher_education note-taking strategies Pedagogy social_studies

shared by Siri Anderson on 07 Nov 09 - No Cached
  • Siri Anderson on 07 Nov 09
     
    Helpful tips on teaching writing and teaching note taking
nikkilh

5 Principles of Outstanding Classroom Management | Edutopia - 0 views

www.edutopia.org/...tstanding-classroom-management

ClassroomManagement

shared by nikkilh on 14 Mar 22 - No Cached
    • nikkilh
      nikkilh on 14 Mar 22
       
      Classroom management
  • 5 Principles of Outstanding Classroom Management
  • 1. Take Care of Yourself to Take Care of Your Students
  • ...11 more annotations...
  • Countless studies corroborate the idea that self-care reduces stress, which can deplete your energy and impair your judgment.
  • 2. Focus on Building Relationships
  • Many educators noted that a teacher’s ability to balance warmth and strong boundaries is key to successful relationships—and classroom management.
  • 3. Set Rules, Boundaries, and Expectations (and Do It Early)
  • Many others cautioned that while enforcing rules consistently is critical, it’s important to pick your battles too—especially if those confrontations are going to be public
  • 4. Take a Strength-Based Approach
  • A strength-based lens means never forgetting to look beneath the surface of behavior, even when it’s inconvenient
  • don’t forget to continue to work to deepen the connection, being mindful of the context and using language thoughtfully.
  • Finally, cultural differences can also play an unconscious role in our expectations of whether a student will succeed, so it’s important to reflect on any stereotypes that come up for you.
  • 5. Involve Parents and Guardians
  • The majority of teachers send home reports of both positive and negative behaviors—it’s critical to do the former, too—and also use email and text services to communicate about upcoming events, due dates, and student progress.
Siri Anderson

Back to School: 15 Essential Web Tools for Students - 0 views

mashable.com/...web-apps-students

web2.0 organization research web online education K-12

shared by Siri Anderson on 11 Sep 09 - Cached
  • Siri Anderson on 11 Sep 09
     
    Evernote looks like it might be useful for lots ot us...an organization and note-taking tool.
sadielaurenn

5 Effective Strategies for the Inclusive Classroom | KQED Education - 0 views

www.kqed.org/...es-for-the-inclusive-classroom

inclusion routine structure classroom

shared by sadielaurenn on 05 Sep 21 - No Cached
  • One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk
  • Many general education mainstream students cannot perform the following simple tasks: telling time from an analog clock writing a simple letter signing their name in cursive note taking and study skills
  • Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together.
  • ...1 more annotation...
  • Posting daily schedules Displaying classroom rules and expectations Encouraging peer to peer instruction and leadership Using signals to quiet down, start working, and putting away materials. Giving students folders, labels and containers to organize supplies. Checking in with students while they work Utilizing proactive rather than reactive interventions as needed Speaking to students privately about any concerns Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.
Jenny Mathiesen

Looking for Lincoln Throughout His Life | PBS LearningMedia - 2 views

pioneer.pbslearningmedia.org/...or-lincoln-throughout-his-life

Social Studies Lincoln

shared by Jenny Mathiesen on 10 Oct 21 - No Cached
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  • Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
  • ...5 more annotations...
  • After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  • Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  • Ask: What is one type of job that you think he had before becoming President?
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