1. Get organized.
- Organization is key to a smooth operation in your classroom
- Create individual work stations so students can focus without overstimulation.
- Set up individual work bins for students with data binders, token boards, and instructional materials (see image below). When it’s time to work, teach students to collect the work bin and bring it to the work station.
- Keep track of which activities are successful so you can repeat them the following year. Use Pinterest or Google Docs to organize your ideas.
2. Develop behavior management skills.
- A successful classroom requires strong behavior management skills. Use your actions to shape student behavior.
- Set clear rules. Students will test you at the beginning of the year to see what you will allow. I spent my first 2 months chasing Olivia down the hallway before she understood the rules and expectations.
- Remember there is a function for every behavior. For example, Joe doesn’t throw tantrums during math to annoy his teacher; he acts out to communicate his frustration that the math work is difficult for him.
- Create a “take a break” area where students can go to calm down safely.
- Use timers, visuals, and positive reinforcement.
- Maintain a calm, neutral voice when students exhibit challenging behaviors.
3. Develop and nourish professional relationships.
Esta historia es de la edición Fall 2017, Vol. 25, No. 1 de New Teacher Advocate.
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Esta historia es de la edición Fall 2017, Vol. 25, No. 1 de New Teacher Advocate.
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Eight Tips For A Successful Start: Teaching Special Ed
I nervously stood outside the front door of the school and waited to greet my first class. A teacher brought a little girl over to me and said, “This is Olivia. Hold on tight—she runs.” I had tried to prepare myself for this instant, determined to make an impact on my new students. Despite my preparation, I was overwhelmed by the first day of school. These eight tips highlight what I wish I had known that first day as a Special Education teacher.
No Interference, Please!
English language learners (ELLs) often struggle with grammar. When working with ELLs, one effective strategy is focusing on first language (L1) interference. Teachers who understand how an L1 can interfere with second language acquisition can target grammar trouble spots with which students struggle. Through pedagogical grammar instruction, teachers also can prioritize which grammar trouble spots to teach based on those most likely to impede comprehension, and depending on the communicative context (Hinkel, 2016). Teachers then can put ELLs on a path to success by helping them gain greater control of sentence structure, subject–verb agreement, prepositions, and articles.
Teacher Listening To Enhance Learning: Five Strategies For Success
Epictetus (1907/1980) once said, “We have two ears and one mouth, so we can listen twice as much as we speak.” However, when preservice teachers are asked to picture a teacher and describe what they see, they typically describe the teacher standing in the front of the classroom speaking to a group of attentive students. Our classroom experience reinforced the practice that students should sit and listen while teachers stand and talk.
So You Want To Flip Your Class: 9 Guidelines To Read First
Flipped learning is an instructional approach that typically involves students watching videos and completing online activities as homework, and then engaging in applied learning during class time. Teachers flip their classes because they know their students will participate in more meaningful activities and take ownership for their learning. Flipping allows teachers to provide more differentiated instruction and feedback. These nine basic guidelines will help you flip a unit in your class.
5 M's Of Using Social Media In Your Classroom
Social media is everywhere these days. From Facebook (www.facebook.com) to YouTube (www.youtube.com), students use social media to connect and share information with friends, family, and even strangers. Why not use social media in the classroom to keep things interesting? It can be a powerful tool that can lead to more engagement both inside and outside the classroom (Sim & Pop, 2014), as well as increased student satisfaction (Sylvia, 2014).
Use Four Pillars To Support your Learning To F-L-I-P
With flipped learning, concept instruction is delivered outside the class through videos and online discussions.
FLIP On The LAMP: TIPS For Lighting The Way For ELLs In The Flipped Classroom
The concept of flipped classrooms has been the focus of a significant number of recent articles in teaching journals (see the KDP Record, April–June 2015) and online. In a flipped classroom “students are introduced to content at home, and practice working through it at school” (TeachThought, 2014). For example, students might watch a brief prerecorded video at home as direct instruction on the concepts or topics and then apply that information the next day in classroom activities. Therefore, the amount of time spent learning is extended.
