Effective teachers need an arsenal of strategies for instruction and classroom management. Use the simple tools and approaches below to create a more inclusive environment that promotes student learning
How do you make both of these students feel safe, supported and respected? By creating a classroom culture in which religious diversity is respected is accepted.
This professional development seminar is designed to help teachers take action and create the conditions that bring the main components of Culturally Responsive Pedagogy to life.
American Promise, directed by Joe Brewster and Michèle Stephenson, explores black male achievement and shines a light on the importance of parents, educators and community in the success of our young black men.
"Why do we have to learn this?" It's a question that teachers dread, and it speaks to a curriculum that, for whatever reason, doesn't engage students. Maybe it's a curriculum that is outdated. Perhaps it's presented in such a way that it lacks luster. Maybe it's devoid of any emotional connection for a student.
Motivated students want to learn and are less likely to be disruptive or disengage from the work of the classroom. Motivation stems from numerous factors: interest in the subject matter, perceptions of its usefulness, general desire to achieve, self-confidence and self-esteem, patience and persistence, among them.
U.S. classrooms are growing more diverse — ethnically, culturally and linguistically. In response, teachers and educational advocates are employing new strategies, and adapting tried-and-true strategies, to better serve diverse parent populations.
Beyond the language we speak, the words we choose can help or hinder the effectiveness of communication with parents and guardians. How do our word choices assist or prevent necessary interaction? How might our communication practices reflect power, instead of partnership?
If educators have learned anything in the last decade of school reform initiatives it is that one size does not fit all. Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they've learned.
This professional development activity examines common beliefs that help and hinder work with racially and ethnically diverse students.
Interactive read aloud places more responsibility on students to share what they are thinking in a way that simulates an authentic reading experience.
Since successful readers read, monitor their comprehension, pause, think about what they have read, and resume reading, teachers can simulate this in a read aloud at any grade level. In this way, teachers who invite more student participation enable students to "pause" the read aloud to share what they are thinking and to "restart" the read aloud when the thought has been sufficiently considered.
National Board Certified elementary school teacher, Kristen Miller, shares how she uses cubing to build higher-order thinking skills with her students.
Listen as 4th Grade teacher, Kristen Miller, describes using a viewfinder to help her students test the reliability of primary source art in her social studies classroom.
In this special Q & A, educators Louise Derman-Sparks and Patricia G. Ramsey, authors of the book, What If All the Kids are White?, provide early grades educators with practical ideas on preparing white students for a multicultural world.
Teachers are often a young immigrant's first regular, ongoing contact with someone outside their home community and culture. It's a relationship that can provide the emotional scaffolding necessary to cross the linguistic and cultural divide between country of origin and country of residency.
Our ELL Best Practices collection includes a variety of resources that will help you ensure your school environment is welcoming to English language learners (ELLs) and their families.
Create a classroom constitution as the school year kicks off.
Educators possess different philosophies and styles for their teaching. Some work from an authoritarian perspective, leveraging their power as the teacher to control student behavior and dictate classroom participation. Others employ a more democratic approach, sharing power with students and supporting them in managing their own behaviors.
Most teachers have a technique or two in their back-to-school tool kits for introducing themselves to families and taking those first steps to engage parents and other caregivers in the classroom and the student learning process. And yet, family engagement is a year-long process.
Curriculum, in its most simple, essential, commonly understood form, is the "what" of education. It is crucial to academic performance and essential to culturally responsive pedagogy. Even the most "standard" curriculum decides whose history is worthy of study, whose books are worthy of reading, which curriculum and text selections that include myriad voices and multiple ways of knowing, experiencing, and understanding life can help students to find and value their own voices, histories, and cultures.
Many U.S. cities with large, established ethnic enclaves have long sought to welcome newly arrived immigrants and their children. Yet, small towns and cities have less experience identifying and meeting the needs and interests of new immigrants. How can you make inroads when the path to much-needed community assets and resources isn't so well worn — or when it is well worn, but not so well traveled?
Subtle changes in test environments can improve standardized test scores among students of color and girls.
Certain encounters help young students develop values and virtues that open spaces in their minds and hearts so they can see the world and its people in broader terms.