Grit as an essential “non-cognitive” trait The research of Angela Duckworth and associates on the singular character trait of grit has garnered substantial attention in the educational community and even influenced how some school districts are addressing and assessing this indicator of success. In numerous articles, Ted
On the very first day of my very first class of my doctoral program I learned something that has stayed with me for 33 years. My research design professor was talking about the importance of research questions when he said something like this (as you
Ask any teacher to name the most baffling student to teach, and that student is likely to be a boy. “He’s so capable, but he just doesn’t work,” or “He could do so well if he would just pay attention.” The teacher’s remarks will probably
Each spring students are challenged to create original writing assignments for spring conferences and open house events. Many students, who are fluent speakers and readers, struggle with extensive writing assignments. Marcia Tate’s Preparing Children for Success in School and Life provides instructional strategies based on brain
This piece is adapted from What If Everybody Understood Child Development?: Straight Talk About Improving Education and Children’s Lives. As you’d expect, when the Texas State School Board was voting whether to make daily physical education part of the curriculum, there was a lot of deliberation.
As I was musing over my coffee the other day, it occurred to me that no one has ever discovered cave drawings of children sitting at desks. Personally, at the time I was sitting at a desk in my backyard shed, also known as my
S = Say something positive. New teachers usually focus on what they are doing wrong. They feel the challenges and know the struggles. When you give an authentic compliment, it shows you are noticing what they are doing right. We all want to hear something
On Monday, May 1, Corwin hosted a webinar with Zaretta Hammond on “Culturally Responsive Teaching and the Brain.” Hammond’s unique approach examines the neuroscience behind culturally responsive teaching practices and how teachers can use that understanding to build rapport and classroom community with diverse students.
Do you want your students to simply perform on a test? Or do you want them to really learn the knowledge, skills, and understandings? Before you jump to answer the question, citing standardized tests and teacher accountability, consider that the students entering your classroom at the
We have all been there. We have divided students in groups of four to complete a task together. Immediately, one student takes over, a couple of others happily “check out,” and the other is frustrated because “there’s nothing to do.” What went wrong? Read on