Math education consultant Marilyn Burns finds that teachers ask her the same three questions so often she's named them "The Big Three": What can I do with students who finish their math work more quickly?, How can I free up time to work with kids who need extra help?, and How can I differentiate math learning experiences? Burns, who…

Within our society's growing culture of "busyness," schools have an important counter role to play. One critical antidote to this epidemic of overload is to reorient reading instruction to cultivate intentionally present, mindful readers. In this article, the authors share five ways to foster immersive reading through daily classroom…

"Reader, say something smart. Right now. Share a deep insight or a subtle point. Quick. No? OK (with obvious disappointment), I'll come back to you later. Anybody else?" We've all experienced this in school, the author notes--the teacher giving up, concluding that we weren't going to say something smart in the allotted…

"When students cheat, we usually feel betrayed, or we blame them for being lazy. Sometimes we even attack their character. But just like many adults, kids who cheat have rational reasons for cheating," writes English teacher Cris Tovani. In this article, she describes three instructional approaches that encourage students to cheat.…

Both speaking and listening are essential to effective communication. Unfortunately, meaningful two-way exchanges are largely absent from conversations about improving professional practice. Instead, many teachers say that they feel the observation and evaluation process is something that is done "to" them--at the post-observation…

This article first presents findings from a report from the Stanford Center for Opportunity Policy in Education and the National Staff Development Council titled "Professional Development in the United States: Trends and Challenges." The report raised the issue of the "intensity" of professional development--that is, the number…

The authors have seen an inspiring phenomenon in certain classrooms--students thinking through their answers to teacher questions, responding thoughtfully to other students' answers, even self-correcting or providing more information after they've answered a teacher aloud. The strategy behind these student actions is a skillful use of "wait…

Flipped learning is not about how to use videos in lessons. It's about how to best use in-class time with students. That insight is causing educators in classrooms from kindergarten to college to reevaluate how they teach. Flipped learning helps teachers move away from direct instruction as their primary teaching tool toward a more…

According to a 2010 report by ACT, "Only 31 percent of students are performing at a college-and-career reading level with respect to successfully understanding complex text" (p. 5). This statistic demonstrates what educators know: Middle and high school students face numerous challenges in reading, understanding, connecting to, and…

Reports on observations in 34 class periods of six elementary teachers teaching spelling. Notes that much of the time was not devoted to actual instruction. Reviews the methods of spelling instruction that research has found effective and recommends ways that administrators can help improve spelling instruction, including classroom observation.…

A recent employer survey sponsored by the Partnership for 21st Century Skills found that the skills new job entrants most need for success in the workplace--oral and written communication, time management, critical thinking, problem solving, personal accountability, and the ability to work effectively with others--are the areas in which recent…

Describes benefits of small classes based on 28 years of experience as elementary teacher. Includes establishing a successful classroom community, more time for students, fewer discipline problems, personalized assessment, and more opportunity to use best teaching practices. (PKP)

Examines recent research to show that group-based mastery learning programs have consistently positive effects on student learning outcomes, including academic achievement, material retention, involvement in learning activities, and student attitudes. These programs also affect teachers and have considerable potential for implementation in regular…

Active, teacher-centered instruction is not necessarily effective with all students for all purposes. (Author)

Reviews research that finds teachers assigned to smaller classes do not significantly alter the instructional methods they used in larger classes. (PKP)