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ask as many questions as you can; do not stop to discuss, judge, or answer any of the questions; write down every question exactly as it was stated; and change any statements into questions.

for an open-ended thinking process.

The teacher begins this step by introducing definitions of closed- and open-ended questions.

“Choose the three questions you most want to explore further.”

Students will be asking all the questions. A teacher’s role is simply to facilitate that process. This is a significant change for students as well.

Lastly, keep the flowers fresh.

A sense of time is created in discussion boards because they have only that week to complete the work and there is an understanding that the conversations happen in time. But often asynchronous discussions have wide gaps of time between student interactions. One way to bring time closer to the students is to allow them to subscribe to forum threads they are involved in. You can do this in most LMS solutions. Students get an email alerting them to activity in the thread they are active in and it brings them closer “in real time” to the events happening in the class. While this can be overwhelming in larger courses, in a class of 20 or 30 students it usually does not amount to an unreasonable amount of email notifications. One of the most effective ways to bring timeliness to an online course is do a quick recap of previous week, as well as provide a preview of what is expected for the current week. Using screen capture software to go through the course and set expectations is a great way to not only share a bit of yourself with students, but it is a pre-emptive way to answer questions students commonly ask.

There was no secret to their success: the efficient teachers hewed closely to the curriculum, maintained strict discipline and minimized non-instructional activities, like conducting unessential classroom business when they should have been focused on the curriculum.

A focus on relevant instructional time also implies several further reforms: Lengthening the school day, week and year; adopting a near-zero-tolerance policy for disruptive behavior, which classroom cameras would help police; increasing efforts to reduce tardiness and absenteeism; and providing as much supplementary and remedial tutoring (the most effective instructional model known) as possible.

Until we’re ready to rethink learning and teaching, how we use these devices isn’t going to change.

But a true performance assessment, judged by rubric or a panel of experts, is quite costly in terms of personnel and time.

we’ve got to have the leaders onboard

cognitive

engaging students actively in the process of determining a set of class rules

"What do you want to get out of class today?"

"Have each kid give a short answer. It's a way to communicate with them.

Be Consistent About Expectations

school staff should work together as much as possible to foster consistency in expectations, and discipline methods, throughout the school

Reinforce Appropriate Behavior

"It's not about 'Gotcha

correcting students is the weakest way of teaching rules

Maintain Student Dignity

"A school in which students and teachers don't feel safe creates a fearful environment

Be Neutral, Not Accusatory

ask what happened, opening the way for students to tell their story.

Look for the Cause

Establish a Fairness Committe

teachers let them tell their side of the story to the committee and, hopefully, make amends

"What happened?" and "Who else has been affected?" to "What do you need to do now to repair the harm?"

Teacher can setup separate accounts - one is for their professional / personal usage, and one to be used for instruction with their students.  That way, there is less concern of mingling these.

Effective PLCs must focus on student learning. It's no use becoming bogged down in issues or procedures that are out of our control as classroom teachers.

To keep ourselves on track, we examine our students' strengths and weaknesses, creating plans that maximize student success.