What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / Neal A. Glasgow, Cathy D. Hicks.
From the Publisher: Providing classroom applications, precautions, and references, this updated edition translates the latest research into 101 strategies for successful instruction for new and veteran teachers.
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| Format: | eBook |
| Language: | English |
| Published: |
Thousand Oaks, Calif. :
Corwin Press,
[2009]
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| Edition: | Second edition. |
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Table of Contents:
- Foreword / Stephen Sroka
- Preface
- Acknowledgments
- About the authors
- Chapter 1: Interacting And Collaborating With Students
- 1: Use different motivational strategies for girls and boys
- 2: Add humor to student interactions
- 3: Be sensitive to possible gender and ethnic differences
- 4: Look at homework through the eyes of students
- 5: Use the jigsaw technique as an effective cooperative learning strategy
- 6: Manage student-controlled peer interaction within a cooperative framework
- 7: Teach students to use self-questioning and think-aloud techniques
- 8: Lighten the load by training students to be tutors
- 9: Address gender issues in the classroom
- 10: Reduce the emotional distances between teachers and students
- 11: Help students make an effective transition from eighth to ninth grade
- Chapter 2: Managing The Classroom Environment, Time, And Discipline
- 12: Post an agenda before the start of class
- 13: Become knowledgeable about youth culture
- 14: Utilize the most successful strategies for preventing and managing classroom discipline problems
- 15: Recognize how peer influence determines the quality of classroom engagement, interaction, and discourse
- 16: Share discipline-related problems with a colleague
- 17: Save voice by engaging students in curricular conversations
- 18: Recruit a teaching partner as a peer coach
- 19: Manage the special challenges within block scheduling
- 20: Become a classroom manager before becoming a content specialist
- 21: Fill in the time by varying instructional strategies within block scheduling
- Chapter 3: Organizing Curricular Goals, Lesson Plans, And Instructional Delivery
- 22: Recognize that less is more and streamline the content curriculum
- 23: Master the art of questioning by building in wait time
- 24: Fight boredom by using classroom strategies that stimulate student interest
- 25: Fit it all in by making realistic time estimates during lesson planning
- 26: Teach beyond subject or content knowledge
- 27: Use state and national standards to establish benchmarks for assessing students' literacy
- 28: Use out-of-school learning environments
- 29: Use student peers to scaffold students' learning
- 30: Increase understanding of personal learning styles
- 31: Expand the range of opportunities rubrics offer
- 32: Establish scaffolds for complex skills and procedures
- 33: Create more stimulating and successful questioning techniques
- 34: Make the most of one-on-one student contacts.
- Chapter 4: Using Student Assessment And Feedback To Maximize Instructional Effectiveness
- 35: Improve student performance with specific teacher feedback
- 36: When grading student writing, consider what is done well before noting what needs improvement
- 37: Use assessment as a teaching and learning opportunity
- 38: Learn when to de-emphasize grades
- 39: Be prompt in giving students feedback about their performance
- 40: Move beyond paper to a digital portfolio as an assessment alternative
- 41: Interface assessment strategies to instructional goals for powerful learning
- 42: Consider alternate assessment instruments
- 43: Keep feedback positive to bolster student confidence
- 44: Help students embrace their errors for more meaningful instruction
- 45: Look beyond test scores by keeping a range of student work
- 46: Consider the use of open-book tests
- Chapter 5: Celebrating Diversity In The Classroom
- 47: Welcome the diversity of today's classrooms
- 48: Confront personal ethnic and cultural stereotypes
- 49: Become culturally literate when entering diverse school districts
- 50: Be aware of the wide range of specific factors associated with underachievement
- 51: Support the needs of challenged students with a team effort
- 52: Tap the strengths of students with Attention Deficit Hyperactivity Disorder (ADHD)
- 53: Be patient with learners who require more reading practice than other students
- 54: Think beyond content, as English-language learners come with a variety of challenges and needs
- 55: Be sensitive to issues affecting gay and lesbian youth
- 56: Eliminate signs of subtle gender bias in classroom discourse
- 57: Understand that immersion experience can be the best teacher
- 58: Avoid creating expectations based on students' racial and ethnic backgrounds
- 59: Include multicultural works when developing a quality English curriculum
- 60: Help boys make positive connections between masculinity and success as readers.
- Chapter 6: Integrating Technology In The Classroom
- 61: Use the Internet as a classroom
- 62: Balance the rigors of new technology with content goals
- 63: Don't let technology overwhelm subject matter
- 64: Use multiple strategies to help combat digital plagiarism
- 65: Become Web site literate
- 66: Develop Internet-based literacies
- 67: Maximize effectiveness of available technology
- 68: Learn what the International Society for Technology in Education (ISTE) says about standards and student learning
- 69: Look to out-of-school uses of the Internet for instructional literacy strategies
- 70: Balance the demands of traditional teaching with contemporary technological tools
- 71: Accept that new technologies alter certain fundamentals of language and literacy
- Chapter 7: Enhancing Reading And Literacy Skills
- 72: Keep in mind the three key elements of reading fluency
- 73: Make it routine practice to foster self-efficacy and motivation in readers
- 74: Find the "out-of-classroom" forces that shape reading habits and reading choices
- 75: Explore ways to encourage students' interaction with text
- 76: Reexamine the nature of "content literacy"
- 77: Utilize a variety of print materials to inspire student reading and writing
- 78: Use scaffolding to improve reading comprehension
- 79: Remember that deficits in reading ability are often associated with a complex range of issues
- 80: Explore what it means to be literate
- 81: Select literacy instructional design principles that have been documented
- 82: Display a variety of literacies as they provide insights into how literacy is practiced and valued
- 83: Read Recommended Literature: Kindergarten Through Grade Twelve on the California Department of Education's Web site
- Chapter 8: Developing A Professional Identity
- 84: Create the right perception through professional attire
- 85: Explore and discover the natural teaching styles within
- 86: Take time to recognize and remedy stressful situations
- 87: Avoid burnout by choosing mentors carefully
- 88: Use conflict and tension as an opportunity for personal growth and change
- 89: Exchange ideas with colleagues as a means of professional development
- 90: Surround yourself with mentors
- 91: Look behind the scenes when assessing the teaching styles of others
- Chapter 9: Fostering A Positive Relationship With Families And Community
- 92: Treat parents as part of the solution
- 93: Literacy programs work best when they involve the whole family
- 94: Learn what teacher education programs don't teach about parent conferences
- 95: Be aware that there is more than one model of emotional intelligence
- 96: Rearrange elements of the school day instruction to maximize social and emotional teaching and learning opportunities
- 97: Develop individual strategies for students who "don't do" school
- 98: Reflect on what teens have to say about their experience with adolescence
- 99: Consider engaging parents in the mutual monitoring of their students' work in mathematics
- 100: Encourage students to participate in service learning opportunities
- 101: Make an extra effort to recruit minority and culturally diverse parents
- Index.