This report presents a survey tool, developed by REL Central at Marzano Research, designed to gather information from teachers about their perceptions of and responses to evaluator feedback. District or state administrators can use this survey to systematically collect teacher perceptions on five key aspects of evaluation feedback: (1) feedback…

Examines cybernetics as a model which provides framework with which to view communicators and the communications in the ESL classroom because it implies the kind of feedback the learner can assimilate and act upon. (Author/BK)

In almost every classroom there is a minority of children that, regardless of effort, teachers have difficulty working with. The "Suggestion Circle" is a method for soliciting streamlined, on-focus ideas for solving classroom problems with the help of colleagues. In the Suggestion Circle there are three roles for people: the person who…

Lying is a symptom of a much broader problem. Primary motivations are need for acceptance, fear of punishment, and desire for attention. Children learn about honesty through observation, both directly and indirectly. Admitting mistakes, especially to children, is invaluable and can help break the lying syndrome. (MT)

Noting that young adult literature is especially vulnerable to censorship, this guide maintains that every teacher should have a written rationale for every book that is required reading in the classroom. It presents 19 guidelines for writing a theoretical rationale for any book used in the classroom. Twenty references and a list of where to get…

Specific guidelines are offered to help a teacher respond to awkward, embarrassing, or personal questions posed by students. (JD)

Faculty feedback is an effective method for administrators to assess their performance and work toward leadership improvement. Guidelines for developing and using self-styled faculty feedback instruments are provided. (MD)

Asserts that appropriate responses to children's creative work arise from an awareness of, not only the presence of creativity, but also the stages of its growth and development. Presents example responses to children's work for each of the developmental stages: scribbles, line and shape, and semi-representational. (EV)

Discusses the problem of criticizing students' interpretations of poetry. Argues that faulty interpretations should only be ignored for artistic reasons, but should be called mistakes for factual and experiential reasons. (MM)

There is a special three-way balance in responding to student writing: one must be compassionate, have a vision for improvement, and be capable of confronting and cajoling students to help them maximize the possibilities of revision. This book presents some of the best examples of how writing teachers approach the delicate equilibrium of student…

Describes a range of currently available and developing technologies for creating and presenting annotations, glosses, and other comments on digital documents. Discusses the potential applications of these tools for providing feedback to student writers, supporting extended group discussions around digital texts, and facilitating research and…

Lists of behavioral guidelines for sliding staff members. (CRH)

Explores the inescapable, irreconcilable role of virtue in rhetoric and writing instruction and the (im)possibilities of ethical response to student writing. Considers the place of values instruction in contemporary education by examining its historical precedents in classical rhetoric and its relationship to the liberatory, multicultural mission…

Argues that many problems encountered by low achieving students are generated in the classroom and that remedies should be sought in that setting. Offers two general approaches that teachers can use to increase feelings of inclusion and the likelihood of success for such students: creating a participation-conducive environment and providing…

This article explains how to use instructive feedback (presenting extra information during feedback following students' responses to direct instruction) to intentionally and methodically boost students' learning. The process involves identifying information to be supplied, deciding how to present the information, using the method consistently, and…