Group items tagged

answers my questions

talks to me respectfully

says "Hi."

helps me

gestures and tone

help all students feel part of a collaborative culture.

high school student eating lunch alone

Assign any new student a buddy immediately

involved with at least one extracurricular group at lunch or after school.

paired assignments or cooperative groups.

five registers, or levels of formality: frozen, formal, consultative, casual, and intimate

Both school and work operate at the consultative level (which mixes formal and casual speech) and the formal level (which uses precise word choice and syntax).

Teachers conduct most tests through formal register, which puts poor students at a disadvantage.

we tell them it's "money talk."

Have students practice translating phrases from casual into formal register.

Teachers should use consultative language (a mix of formal and casual) to build relationships and use formal register to teach content, providing additional explanation in consultative register.

eight resources.

Financial

Emotional

without engaging in self-destructive behavior.

stamina, perseverance, and good decision making.

Mental

Spiritual:

Physical:

Support systems:

Relationships and role models

Knowledge of unspoken rules:

But if the school provides a time and place before school, after school, or during lunch for the student to complete homework, that intervention will be more successful.

If laughter is often used to lessen conflict in a student's community, that student may laugh when being disciplined. Such behavior is considered disrespectful in school and may anger teachers and administrators.

For example, to survive in many high-poverty neighborhoods, young people have to be able to fight physically if challenged—or have someone fight for them. But if you fight in school, you're usually told to leave.

You don't use the same set of rules in basketball that you use in football. It's the same with school and other parts of your life. The rules in school are different from the rules out of school. So let's make a list of the rules in school so we're sure we know them.

Plan to use the instructional strategies that have the highest payoff for the amount of time needed to do the activity.

Use rubrics and benchmark tests

Identify learning gaps and choose appropriate interventions.

district's learning standards,

Chart student performance and disaggregate

nstruction time, providing a supportive relationship, and helping students use mental models.

drawing represents the apple.

mental models—stories, analogies, or visual representations.

make a connection between something concrete he or she understands and a representational idea.

student has trouble formulating a specific question.

ound that students who couldn't ask good questions had many academic struggles.

To teach students how to ask questions, I assign pairs of students to read a text and compose multiple-choice questions about it. I give them sentence stems, such as "When ___________ happened, why did __________ do ___________?" Students develop questions using the stems, then come up with four answers to each question, only one of which they consider correct and one of which has to be funny.

What is the ratio of educators to parent in meetings?

greet the parent five minutes before the meeting starts and tell him or her who will be present and what is likely to happen.

language used in parent meetings understandable,

I recommend doing home visits.

A teacher or administrator who establishes mutual respect, cares enough to make sure a student knows how to survive school, and gives that student the necessary skills is providing a gift that will keep affecting lives from one generation to the next. Never has it been more important to give students living in poverty this gift.

But what hurts us more is that you teach us less.

Stunned, first, by how little is expected of students in high-poverty schools—how few assignments they get in a given school week or month.

Clear and public standards for what students should learn at benchmark grade levels are a crucial part of solving the problem.

Kentucky was the first state to embrace standards-based reform.

The more vocational education courses students take, the lower their performance on the NAEP.

New York City schools required all 9th graders to take the Regents math and science exams.

At least they failed something worthwhile."

Ample evidence shows that almost all students can achieve at high levels if they are taught at high levels. But equally clear is that some students require more time and more instruction.

extra funds e

before school, after school, weekends, or summers.

Maryland

Kentucky

San Diego

doubling—even tripling—the amount of instructional time devoted to literacy and mathematics for low-performing students and by training all of its teachers.

high-poverty schools

teachers without even a minor in the subjects they teach

We take the students who most depend on their teachers for subject-matter learning and assign them teachers with the weakest academic foundations.

In just one academic year, the top third of teachers produced as much as six times the learning growth as the bottom third of teachers.

Something very different is going on with the teaching

By the time their students reached high school, these districts swapped places in student achievement.

reversed the normal pattern:

the faculty revamped how it prepared teachers.

he El Paso Collaborative

to provide support to existing teachers and to help them teach to the new standards.

summer workshops,

monthly meetings for teachers within content areas,

work sessions in schools to analyze student assignments against the standards.

released 60 teachers to coach their peers.

no more low performing schools and increased achievement for all groups of students, with bigger increases among the groups that have historically been behind.

he value of a relentless focus on the academic core.

Clear and high standards

Assessments aligned with those standards.