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when you're staring out at 20 or 30 students as individual as snowflakes, you may find yourself asking that ever-daunting question: "How?"

"Create file folders filled with various graphic organizers, visual aides, and sentence starters for different types of thinking (cause and effect, chronological, compare and contrast, to name a few). You can quickly pull out one of these in a pinch."

each procedure needs to be practiced 28 times to stick.

Equal education is not all students getting the same, but all students getting what they need

We have to start where each child is in his learning process in order to authentically meet his academic needs and help him grow. With a classroom full of children at different stages of learning, this certainly sounds overwhelming,

the first step is to find out as much as you can about her educational history and anything else

Use pretests.  Break the pretest up into subcategories that align with what you’ll be teaching in this unit.  Any student who gets 90% or higher in a subcategory does not need to complete the regular assignments on that topic and instead goes right to challenge work when you are focusing on that material.

Many online games are easy to differentiate, as they offer a variety of levels of gameplay.  You can assign the proper level to your students or once again allow the students to find their level of best fit.

If you need more problems for your top students, check out the fun  competitions at www.onlinemathleague.com, work on differentiated basic fact practice at www.themathfacts.com, or allow students to work on specific levels on www.ixl.com. Whatever you do, do something to ensure that all of your students are working on something they don’t already have mastered.

In a disturbing number of cases, aggressive boys harass girls (Berger & Rodkin, 2009; Rodkin & Berger, 2008; Veenstra et al., 2007). Sixty percent of 5th to 7th grade girls whom Olweus (1993) reported as being harassed said that they were bullied by boys

A colleague and I have referred to socially connected bullies as "hidden in plain sight" (Rodkin & Karimpour, 2008) because they are more socially prominent than marginalized bullies, yet less likely to be recognized as bullies or at risk. Because socially connected bullies affiliate with a wide variety of peers, there is an unhealthy potential for widespread acceptance of bullying in some classrooms and schools. This is what Debra Pepler and colleagues call the theater of bullying (Pepler, Craig, & O'Connell, 2010), which encompasses not only the bully-victim dyad, but also children who encourage and reinforce bullies (or become bullies themselves); others who silently witness harassment and abuse; and still others who intervene to support children being harassed (see also Salmivalli et al., 2010).

One good friend can make a crucial difference to children who are harassed. Victims who are friends with a nonvictimized peer are less likely to internalize problems as a result of the victimization—for example, being sad, depressed, or anxious

Grade 6 embraced Edmodo from the start and used it in many ways,

class blogs have started to surface ( still limited to class member only access) and this has started to blur the lines between Edmodo and the class blogs. Our ICT Leader recently attended a network meeting and other leaders there questioned the purpose of Edmodo if they were already blogging

how to make a convincing argument for both Edmodo and blogging being transformative teaching and learning tools

The main findings: The more play a school gives its student body, the greater rewards kids see in their character development, academic achievement, safety, and overall health.

According to Vialet, structure is a child's best friend when it comes to play. While kids may have a built-in urge to run around and get dirty, playing with other kids is a social experience, which means it has to be learned.

A 2013 study of the Playworks model from Stanford University found it led to 43% less bullying, 20% higher feelings of student safety, 43% more physical activity, and 34% less time transitioning from recess back to the classroom. A number of other studies suggest recess can also lead to better grades in school, regardless of the form it takes.