7 Simple Time Management Tips For Busy Teachers
March 12, 2010 by admin
Filed under Classroom Management and Organization
Ask any educator what their biggest time-waster is, and they’ll likely say it’s “paperwork.” Attendance and performance reports, lesson plans, tests, quizzes, handouts, worksheets, unit plans, supplemental resources… the list of paper teachers must handle daily seems endless. Taming the paper monster and other time-wasting ogres in your classroom can be difficult, but it’s not impossible — if you know a few simple steps.
1. Colored file folders can be used to separate different subjects, periods or tasks. Then use a different drawer for each subject you teach, adding each folder into its appropriate section. This is a much quicker way to identify the papers you need than reading folder tabs.
2. A filing system, such as a Rolodex, is an easy way to organize a lot of information. This compact system is not only great for phone numbers and address, but also PIN numbers, birthdays and anniversaries, account numbers and other short bits of data. This system takes up much less space than a pile of papers and makes it easier for you to find later, too. Just be sure to keep your information in a secure place to reduce your risk of identity theft.
3. Use your computer as a filing system. Much of the paperwork you use in the classroom will be needed only temporarily, so store that information in a place that is easy to access and can be deleted later. Use a word processing program to organize frequently used forms, exams and records, printing them out as needed.
4. Not all paperwork can be eliminated, so avoid handling anything more than once. Whether its school mail or a parent’s note from home, handle it immediately: throw it away, file it in a basket designated as immediate, soon or later. If the paper needs a signature, sign it while the giver is right in front of you. That will be one less paper to handle later. If you keep momentum when handling paperwork, it will not only save you time now, but also later when you don’t have to pick up the same paper again.
5. Designate one day per week to spend five minutes purging unnecessary papers, and don’t limit this task to just your junk mail. Include books and other paper items that have invaded your desk, filing cabinet and tote bag. Then once per month, purge again, this time spending 15 minutes eliminating any file – digital or paper – from desk drawers, filing cabinets and your computer that you no longer need. Once you’ve eliminated unwanted paper, you’ll probably avoid collecting it to begin with since you know you’ll end up throwing it away during your weekly or monthly purge.
6. Reuse. Laminate papers that are used daily, such as class rosters or records pertaining to incoming homework, parent permission slips and lunch money. Use a wax crayon or washable marker to check off each task. When you have all the information you need and have recorded it on a permanent record, just erase, and it will be ready for use on another day.
7. Establish time limits for how long you will keep the paperwork you collect. Memos might be needed only one week, while meeting notes might be needed four weeks. Keep letters to parents for about three months and attendance records one year. Lesson plans will need to be kept longer – two years, and grade books should be kept three years. Date each paper you receive and get rid of it when it hits its “expiration date.”
Article source: Jennifer Dobson
Should Teachers Diversify Teaching Styles to Match the Needs of the Learner or the Classroom?
March 8, 2010 by admin
Filed under Teaching and Learning Styles
For years, teachers were told to plan their instruction according to the learning styles of their learners in terms of personality types of the Myers Briggs or the five major learning types such as auditory, kinesthetic, tactile, verbal and visual. Typically, teachers would administer a learning styles inventory and based on the results, they would best adapt their instruction on primary learning models.
Now there is new research that shows there is no strong scientific evidence to support the "matching" idea - that teaching styles should match students' learning styles. Harold E. Pashler from UCSD states, "we were startled to find that there is so much research published on learning styles, but that so little of the research used experimental designs that had the potential to provide decisive evidence."
In fact, no one has ever proved that any particular style of instruction simultaneously helps students who have one learning style while also harming students who have a different learning style.
There is another fact: only a study by classroom type can support the hypothesis that teaching styles should match students' learning styles. Additionally, there are almost no studies based on classroom type.
Case in Point: Students Are More Alike Than Different
When teaching the structure of complex molecules, Pashler assigned students to a classroom that uses laboratory lessons or to a classroom that uses texts. He found that in a hands-on setting: kinesthetic learners enjoy their lessons much more than their verbal peers. In a reading text setting: verbal learners enjoy the lessons much more than their kinesthetic peers.
Teachers Can Match Teaching Styles With Content
It's not realistic to figure out the composition of learning styles in the classroom.The question becomes: how can teachers match teaching style with content so that one instructional technique can be optimal for all groups of students.A variety of instruction might turn out to be better for all students!
Why Diversify Teaching Styles to Match the Needs of the learners
Teachers and instructors pay more attention to the kinds of instruction they are delivering - "getting into the student's head"Teachers can offer a broader mixture of lectures, discussions and other hands-on activities. "Even though the learning-style idea might not work, it might encourage teachers to think about how their students learn and what would be the best instructional methods for a particular lesson" (Richard E. Mayer, UCSB)
Matching teaching methods to learning styles might not be ideal but it still an important learning and teaching concept to keep in mind when planning lessons.
Article source: Dorit Sasson
