Thomas R. Hoerr argues that sometimes principals can try too hard to be “liked” which can undermine their ability to lead. This can lead to these problems: We are not clear about our expectations. We only give feedback on what’s positive. We do not hold firm to our beliefs. However, he does believe that principals…
Teacher Mark Jacobson discusses how fixed-mindsets can limit the performance of students. He argues that teachers must actively work to combat fixed-mindset assumptions and support the development of growth mindsets.
Author: Mark D. Jacobsen
Michael Sadowski shares stories from various teenagers who had one adult in their life that they felt they could turn to for guidance, motivation, and support. He discusses a few structures schools can have in place to promote and support appropriate student-teacher relationship-building.
Author: Michael Sadoski
Tracey Tokuhama-Espinosa argues that educators use neuroscience to understand and form personalized learning opportunities, but also acknowledges that there is bad information out there and offers ways to avoid it.
Author: Tracey Tokuhama-Espinosa
Chris Gabrieli explores ways schools have extended the school day despite financial concerns.
Author: Chris Gabrieli
University professors and researchers Willis Hawley and Sonia Nieto breakdown issues and misconceptions that some educators have about dealing with issues of race and ethnicity in the classroom. They offer three race- and ethnicity-conscious strategies for school improvement, centered around understanding the diverse backgrounds of all students in the classroom. Hawley and Nieto conclude by…
Jane L. David examines the research around drastic methods of school reform such as firing principals and teachers or closing failing schools. Ultimately, she recommends multiple coordinated strategies tailored to the school’s particular circumstances and constant review and revision.
Author: Jane L. David
Psychologist Peg Dawson suggests that children who struggle in school despite strong cognitive skills may be deficit in executive skills, not lazy. She suggests a number of strategies to help students develop executive skills.
Author: Peg Dawson
John Larmer and John R. Mergendoller advocate student-driven projects. To facilitate such projects, the authors propose that every teacher make sure he or she includes the seven essential elements of project-based learning in every long-term assignment. These elements are: A need to know A driving question Student voice and choice 21st century skills Inquiry and…
Authors Nancy Frey and Douglas Fisher assert that teachers pay attention to these indicators of productive group work and suggest ways to ensure them:
- Creative tasks
- Joint attention to the task
- Development of group social skills
- Language and organizational support
- Optimal group size and composition
- An active teacher role
Author: Nancy Frey and Douglas Fisher