[Adapted from Interweaving Equitable Participation and Deep Mathematics: Building Community in the Elementary Classroom by Susan Jo Russell and Deborah Schifter] Many students are, at first, reluctant to contribute their ideas in whole-class mathematics discussion. Some students may have had classroom experiences in which only a
“Are We Somewhere in The Nowhere?” When it comes to the budgetary planning process, principals frequently become lost, wandering in the direction of less than meaningful activities. Campus leaders find themselves diverted into an instructional “somewhere in the nowhere,” all the while attempting to align the
Literacy Identity Much conversation has taken place recently about students building STEM identities and how these self-perceptions affect who is entering the STEM fields (Singer et al., 2020). The thinking is that if students can imagine themselves as a successful microbiologist, mechanical engineer, financial analysist or
Have you ever prepared to go to work in the morning and wondered how you will ever get through the day? Perhaps you’ve felt weighed down by stress, trials or traumatic events that are occurring in your life outside of school, or maybe your role
Years ago, Steve marveled at how 15 one-hour tutoring sessions allowed him to address more than he ever could in 180 50-minute Algebra 1 classes. He didn’t just cover the math, but instead, he was able to teach it with far more understanding and achievement.
How do you know if your students are truly learning? In a world of packed classrooms, tight schedules, and curriculum demands, teacher noticing may seem like an elusive skill. But it’s the secret weapon that separates good teaching from great teaching. Teacher noticing isn’t just