For the months of October, November and December, I’ll be offering one day workshops on Teaching Mixed Ability Classes and ELLs in Pennslyvania, West Virginia, and Ohio.

Here are a few main areas we will cover in the workshop:

You will discover how to incorporate differentiation techniques so as not to reinvent each lesson and get lost in the paperwork. You will be given strategies to identify a variety of differentiated teaching techniques that you may use when planning a lesson, adapting textbook materials to suit mixed abilities, and assessing ELL students.

You will also:

*Learn strategies to differentiate instruction for all achievement levels
• Discover how to assess ELL students in the general education classroom
• Understand how to adapt both content lesson plans and the textbook for deeper student understanding

To signup for workshops in Pittsburgh, click here:

To signup for a workshop in Erie, Pennslyvania, click here

To signup for a workshop in Cincinnati, Ohio click here

To signup for a workshop in Dayton, Ohio click here

To signup for a workshop in Akron, Ohio click here

To signup for workshops in Charleston, West Virginia, click here and here

To signup for a workshop in Morgantown, West Virginia, click here

Hope to see you at one of the future workshops!

Do you have what it takes to be a confident teacher?

Picture this: You spend hours researching, writing lesson plans, and developing an effective classroom management plan that suits your style. Oh, did I mention marking?

You want to cater for learning styles, multiple intelligences, mixed ability, everything. In short, you’re aiming for superteacher.

Of course, it’s very easy to also be overwhelmed. So either you sink or swim, right?

Wrong.

Not realistic.

Sure recipe for a meltdown.

During moments of teaching, our voices tell us how to create that new teacher image we need.

We decide we need to be superteachers. We also decide to be overwhelmed and overworked.

But yet, nobody’s telling us how to act.

We put those voices in our own heads.

The development of our own confidence is in our own hands.

So how will you take control over your own voices?

Instead of starting your week in knots, start writing your affirmations. Monday is a great day to start practicing those affirmations.

So, start your Monday off right. Take charge in the classroom!

Having trouble teaching mixed ability classes? Click here to find out how you can succeed!

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And now for the winners from the September’s Teacher Giveaway. Congratulations! It was really fun to read your entries.

Congratulations to Mari Karivitis from Staten Island, N.Y. for her winning entry for starting the school year off right.
Mari teaches Geometry using art. A great way to consolidate the subject! Take a look and you’ll find some very interesting activities or approaches Mari uses with her students:
Geometry lesson
I introduced this lesson by talking about art and math. I showed the
students pictures of M.C. Escher’s work (http://www.mcescher.com/) and
we briefly touched on the topic of infinity, although I hadn’t planned
this. While showing the students the different pictures, we talked
about symmetry and I talked about tessellations. A tessellation is
created when a shape is repeated over and over again covering a plane
without any gaps or overlaps. I knew this definition would be
confusing, so I needed something more tangible for them to grasp the
concept. I brought them over to the “tessellation station,” a desk
where I put a lot of different shapes cut out of construction paper
and a few tesselations I had created. This could also be done on the
smartboard, but I didn’t have access to one at that point.

After creating a few tessellations, I asked the students to show me
how to complete a few with the shapes. After that, I began talking
about types of symmetry :rotational, reflectional (line), and
translational symmetry. Many of my students hadn’t heard of these
concepts before, but they were able to grasp these concepts quickly by
looking at shapes rotated, reflected, and translated. When I saw that
they grasped this, I had the students create their own tessellations.
They came out great! We then had a gallery viewing of the tesselations
where the students talked about the different types of symmetry they
saw in the art they created. The class concluded with a journal entry
reflecting on the class lesson. They were able to choose one question
to answer:
Q1: What types of symmetry does your tesselation have?
Q2: Where do we see tesselations in real life?

The answers were astounding. Many of the students actually answered
both questions even though I only asked for one. They liked looking at
something they had created to uncover mathematical secrets about! For
the second question, many wrote about tiles on a floor or wallpaper. I
was really impressed.

The next day, we covered a new topic, topology. We also used MC
Escher’s work as a way to talk about the topic, and I was happy to
hear students bringing up the key terms from the day before when I
asked them to make observations about the art.

I have not yet covered this in my high school geometry class, but I am
so excited to do so.

*I didn’t use other resources for this. A lot of the time was spent on
planning and constructing the tessellation, which is something I need
to keep in mind for my high school students (I only have 40 minutes
with them). I believe the students could be given a basic design
element to start off with and that could save a lot of time.

********************************************************************
Second winning entry was submitted by Marlene McGarrity who teaches Spanish to middle school students in Brooklyn, N.Y.
Again, a very interesting approach to teaching Spanish. I wish my high school teacher taught this way.

1) For computer class, my students will start by learning the keyboard. Then we will do a keyboard Olympics. It’s a way to motivate students to type faster for a prize.

2) Since I do a lot of writing with my students, a fund thing to do is a word funeral with them in October. This reminds the students to use other words besides: good, nice, cool, a lot - This is my lesson here: http://lessonplans.fundingfactory.com/plan_details.aspx?id=651

3) For Spanish class, I will be teaching students introductions, numbers, colors, days of the week and seasons. Although they are middle school students, there are a lot of ways to have fun with this. We play games on the smartboard, do crafts, make calendars, listen to music and dance.

I love having the kids play Spanish games online too such as: http://www.kiddiesgames.com/en/games/spanish_parts_body.swf

Later this week, I’ll be announcing the October giveaway contest. There’ll be also a chance to enter the raffle drawing to receive your free copy of Shel Silverstein’s Light in the Attic. So stay tuned and don’t forget: You can take charge in the classroom!

As you begin your day today, look how far you have come as a teacher this week and this month.

Make Friday the day when you reflect on ALL your teaching successes. Don’t worry about the other unpleasant experiences; they are all part of your own teacher growth and development.

It’s important to always focus on the BIGGER picture and to learn from your mistakes.

Then settle into the weekend by doing something nice for yourself. Make it part of your end-of-the-week practice to plan to do something special: go on a trip, read a good book, work in the garden, spend time with your family. Do anything that gives you pleasure and happiness.

Remember, a balanced life makes a happy teacher and happy students as well.

So what are you waiting for? Taking charge in the classroom begins with you!

Further reading:

Beginning the First Year; Tips and Ideas for the New Teacher

The Joy in Finding a Balance

Having trouble teaching mixed ability classes? Click here to find out how you can take control in the classroom.

One of the questions I get asked all the time is how to plan lessons to cater to mixed ability classes.

Many teachers think they need to upgrade their teaching styles in order to teach mixed ability classes. Chances are you’ve been already catering your activities and you’ve haven’t even realized it yet.

Most likely you model instruction for the first 10-15 minutes and then students do some kind of individual assignment. Maybe your students are already used to working in pairs or in groups.

If so, great! You’re already catering to mixed ability classes.

The secret behind teaching mixed ability classes is to continue to implement a variety of “ranges” in your work from lesson planning, to assessment to adapting textbook activities.

In my ebook “Succeeding with Mixed Ability Classes,” I can show you how you can refine your instruction in order to effectively cater to the ranges of your classes.

So, what exactly happens in a mixed ability classroom?

1.Each student move at her/his own pace.
2.The middle and lower performing groups are building self-esteem.
3.The stronger students are challenging themselves.

In mixed ability classes where the expectations are clear, there are virtually no discipline problems and students are ENGAGED in the material.

When you are able to successfully cater to your mixed ability classes ALL the time, you’ll be able to to close many of the gaps because you’ve successfully tailor parts of the curriculum to help them succeed.

Now wouldn’t you like to know more about how you can effectively implement your own system of teaching mixed ability classes?

In my new ebook on “Succeeding with Mixed Ability Classes,” you’ll find information on:

1. how to adapt textbooks for differentiated instruction
2. ideas and activities for individualized and group instruction
3. how to “tier” your classroom activities.

This ebook will also give valuable classroom tested tips on how to pace your activities, deal with classroom management issues as they come up and how to deal with other issues like tailoring assessments to suit instruction.

So what are you waiting for? Start taking control of the classroom today!

How many of you find your teaching tips from articles online? There are just so many of them; I cannot keep up. But this afternoon, I came across the link “When a Teacher and Child don’t Get Along.” I have been in this scenario many a time and wondered how any of you dealt with the problem. It can be a lonely and frustrating one and weigh new teachers down. These tips might give you a sense of the bigger picture.

When a Teacher and A child Don’t Get Along. (Has anybody gone through this?)

Tips to Keep Kids Healthy

If I find any more teaching tips, I’ll be updating this page before the next entry on Friday. You may also email me if you want me to find teaching tips particular to your subject and area of need. I’m open to anything.

Stay tuned for the results of the September Giveaway on Friday when I’ll be posting some interesting entries.

In my first teacher’s survey (thank you to those who answered) I found high responses in the category of engaging students as part of an effective management plan. Surprisingly, engaging students happens way before your actual management plan goes into effect.

Just to show you an example, how many times do you find yourself saying: “Student X has potential to succeed, but s/he’s just not interested and is bored.” We all say it.

As Professor Joe Martin says: “When it comes to teaching and engaging students effectively, (italics mine) our own first impressions can actually be used to our advantage and set us up for success (as well as failure) in the classroom.”

He goes on to say: “EVERY student who meets you for the first time is asking the same question, “Who are you?” or stated another way, “Why should I listen to you and what you have to say?” “

I know that I do the same thing when I meet other people for the first time.

So before you start any teaching, you need to know who you are and share this with your students in your own personal style. The key is personal. New teachers find this intimidating. How will the students respond? Other teachers may hope that some amazing activity will surprisingly motivate students. But the real work begins with YOU.

First of all, I dress nicely and attractively as I can. I get my hair styled and cut, and I put on some perfume. I buy new clothes. I don’t want to look second best. I must look good if I want my students to succeed because I want to succeed with my students too.

I read in a book once that it’s important to give students the personal touch so I stand outside the door and greet and smile at each student as they come in. At my old school, students were not used to be greeted in this way; it was in fact, not culturally customary. I definitely felt like an odd sheep, but I stuck to my plan.

Then depending on the level of the class, I play an ice-breaker game. I say ten sentences about me that are true and false like: I read twenty books a semester,” or “I go fishing every Saturday” (to show I’m actually human) or, “I have three children” and some more obvious questions like: “I’m originally from New York City” and “I served in the Israeli army.”

By the time we go over all the answers, the class is relaxed and the atmosphere is pleasant. Students are especially fascinated when they learned I first came to Israel to serve in the Israeli army and then became an English teacher and what that meant to me. In fact, they cannot undestand it at all. Why would I come to Israel?

I also throw in one expectation statement “I’m here to see you succeed,” which everybody gets right. (I wonder why?) Finally, I spend discussing how I see the recipe for their success and how I will help them succeed this year.

I’ll continue to give you those little recipes on how you can continue to engage your students even after you made those first impressions.

As a teacher, I have instances where I need to regain class control before my class controls me.

For a new teacher this can be frightening.

I know. I was there.

Regaining class control happens to the best of teachers, and it just takes one element to knock a flowing lesson out of control.

Here are a few examples: How about the student who came in late from basketball practice and starts chattering with his/friends?

Or a student may ask you “Why do we have to learn this?” or “Mr./Mrs. Teacher, do you have any children?”

Or a class may be just be very overcrowded and you constantly have to start again because there aren’t enough tables and chairs. By the time students are settled in, you’ve already lost 10 minutes of your lesson and students are already distracted.

Loosing class control typically happens because (1) something in the lesson plan doesn’t speak to the students or, (2)some areas of the classroom management plan need reinforcing.

By regaining class control, you are exercising your authority as a classroom manager to help yourself teach more effectively.

Here are five great strategies to help regain class control:

1. Stop the lesson. While trying to cope with a difficult classroom situation that seems like hell, take a few moments of time out. New teachers often think that stopping the lesson shows a sign of weak classroom management. They think they should be doing all the talking to gain class control. Those few seconds are like gold offering you other solutions.

Observe the class. What is going on? What needed to be changed? Listen to your teacher intuition. It is often precise and on track. For example, too much explanation can be sometimes too preachy, and you can teach something more inductively.

2. Consider the classroom seating arrangements

Social dynamics is a big factor for rowdy behavior. Look at your seating chart. Disruptive students who have been sitting next to each other may now need to be separated. The minute you neutralize the social dynamics, it can be easier to teach.

3.Use body language.

Eye contact is a very effective nonverbal way to regain class control. When you eye that one disruptive student, she or he will come to realize that her/his behavior is the reason why you cannot teach.

4. Pep-talk time!
Express the problem (in short, share your frustrations!)

At an in-service course some years ago, I began to identify with sharing frustration (on the level of classroom management only). Since then I have said to a few of my more challenging classes, “This situation is becoming increasingly hard and frustrating for me to teach.” I would briefly describe the situation and how the consequences of not doing tasks x,y,z would affect them in the long run.

When I presented the situation in this way, I found the class to be more responsive to teach, but not always.

Success in a face-to-face environment does not always transfer to the elements needed for success in an online course; however, teaching online can be as rewarding as teaching in person. By including a variety of interactive strategies and maintaining communication, instructors can create a learning environment that encourages students to learn and to explore. The following tips include the key elements for success in teaching and learning in an online course.

The first week of an online course is very important for both the instructor and the learners regardless of the subject area, program, or level. Clarity is required because the students many not know how to utilize all the online course functions and features, or may be nervous if they have never taken an online class before. Be sure to be very clear on class policies, such as when and how to submit assignments. Some strategies that help the students feel less isolated are including a welcome page or email before the class starts and then having the students introduce each other can help guide how the rest of the class will run as students make connections to their classmates.

Including a general area to discuss things unrelated to a class such as weather, travel, pets is suggested so as to maintain a social connection that is often missing in online courses. It is also very important to clearly outline the rules of netiquette. Let the students know how you want them to frame communications and the tone that is comfortable to all class members. Have a clear organizational structure. For example, the syllabus should be very clearly outlined with dates and deadlines.

When facilitating the class, keep learners actively engaged in thinking about the course content through a variety of strategies such as active participation. For example, you can post thought-provoking questions that do not have direct answers and lend themselves to prompting even more questions and debate.

Make use of online resources that students can easily access. For example they can virtually access electronic articles in the library or repository. With the power of hyperlinks, this is quite doable. However, be sure to check your links each time you teach the course and several times during the course as these may change depending on the hosting service.

Plan interactive assignments that require students to work in teams to problem-solve. For instance, provide them with case studies that they can discuss in chatrooms and discussion boards and have them take turn being responsible for different tasks such as recorder or moderator. Organization is important - make it intuitive where and how to locate course content. Don’t switch out things to often and let them have multiple ways of accessing the information.

Use student-centered techniques. You can empower students by having them be responsible for summarizing the week’s discussion, being in charge of a discussion, or writing weekly reflections. This approach will empower them and save you time. Create activities where the students can integrate new ideas with existing knowledge, and provide them a frame of reference within the online environment.

Do not let the technology drive the instruction! Try to strike a balance between technology and content. Remember that good courses use the best aspects of multimedia but that do not leave the technology to do the teaching. You want the students to learn and use the technology but not at the expense of the course content.

Most important, be there for them! Remember they could be miles away and feeling isolated. Respond to requests as soon as possible and provide detailed feedback. Patience, availability, and accessibility will keep you connected to the students.

Writer credit: Sonia P.

Sophia P. is the editor of http://www.about-elearning.com/education-degrees.html and http://www.colleges-and-careers.com/degree-in-education.html, information and resource guide for e-learning and degree programs.

How many of you follow-through with parent phone calls, emails, student-teacher tutorials, collaborative meetings, etc. Follow-through is an important part of all kinds of work, not just teaching. When it comes to dealing with more in-depth issues, follow-through is the next stage of teaching development. It shows a teacher’s professionality, responsibility and a willingness to work collaboratively.

Follow-throughs do not necessarily relate to meetings. They can also relate to lesson planning and classroom management.Here are a few examples:

Classroom management

During one of your first lessons, you teach group work. Your students aren’t engaged in the task. After talking about how your students responded to the material, you decide that your next follow-through entails discussing with the entire class: what are the qualities of a good group leader?
Lesson planning

You teach a small group of struggling readers a comprehension text by reading the text aloud. They stop you after every fifth word however and ask: “what does this mean?” You decide that your next follow-through is to teach a RC text by preteaching targeted vocabulary first.

If you don’t follow-through, the issue/job just won’t get done. 90% of all teacher’s tasks involve some kind of follow-through or another.

Every day Teacher’s duties

You discuss a student’s behavior with the psychologist in the teacher’s room. Apparently, there is a need to speak with both the parents and the child. The school psychologist says: “Let’s talk next week. Give me a call.”

New Teacher Tips for Following-Through

1. Write down the follow-through quickly. Soon, something else will take over your brain and you’ll have forgotten.

2. Keep track of each follow-through by crossing it off the list. Some planners have room to write detailed responses. Example: when you speak with parents, you might want to write fp=follow-through with a phone call fe= follow-through with an email, so forth. Be specific as you can regarding the follow-through.

3. If your follow-through involves interpersonal communication, start with a gentle reminder. If the second party does not react to the degree that is needed for the situation, express how important the meeting is for student X and what you believe it can do for the situation at hand.

4. Don’t throw out important follow-through ESPECIALLY with parents.

5. Prioritize your follow-throughs using time management strategies.

6. The key is to do follow-throughs consistently.

Do you use follow-throughs on a regular basis? Do they help? What have been your experiences with follow-throughs? Do you have any other new teacher tips to add to the list?

There are many strategies plastered all over the Internet on time management for teachers. I’ve listed three of my all time favorite strategies for organizing time effectively with embedded links to my suite 101 new teacher support articles. Discipline problems always wore me out at the end of the day and I never had enough time to plan my lessons. It was stressful.

In order to cope with the unique and new situation of managing a class with new curriculum and books, teachers should have a “tool box” of different time management strategies that work for different classroom situations.

Here are a few of the ones which worked for me:

1. Prioritize your lesson planning time at home. Newer and unfamiliar classes and textbooks take more time to prepare.

If you are teaching a familiar class with a new textbook, you might need to reread the story and make a concept map of how you want to teach the themes. Or, if you know a well known story but teaching a new level, you might want to gather information from the Internet to chose 1-2 activities that might be suitable for your students. Either way, these new classroom situations are not your typical lesson planning “1-2-3 quick go!” scenarios.

2. Use empty time slots at school for marking.

There is nothing more satisfying than coming home with an empty folder of projects and tests freeing you up to focus on other things. For optimal marking conditions, check papers in a relatively quiet place free of distractions. The same thing should apply for designing tests, which ideally, should be planned with a teacher who teaches similar grades or has experience with those grades.

3.Set aside a certain time to speak with parents. Teachers need a life too!

4. DO NOT allow the “What-IFs” to take over the minute you come home. I know this is easily said than done. But, overly stressing over a lesson or a class does not provide you with productive solutions. If you’ve had a bad day, always try and remember the good ones. This is why you should keep a reflective journal.

If you do find yourself stressing out excessively, stop and take a break. Do anything to help you gain clarity and focus.

Teacher talk: What useful and effective time management strategies worked for you? Which did not?