Strategies from K-12 schools, districts, and programs that are dramatically improving the learning process. We share evidence- and practitioner-based learning strategies that empower you to improve K-12 education. These questions might seem trivial to the onlooker, but the answers require premeditated thought, as well as "on-the-go" decisions that can easily stump the amateur teacher.
Stomach hurts either before or after lunch = "You're hungry." Or, "You just ran around with a full belly. What a dreaded question, especially for the new teacher who is occupied with teaching four to five subjects a day.
Along with minimizing the use of paper, I want my kids to have a choice: choice = ownership = effective.
Teacher: Students, I have a very exciting announcement that pertains to the sharpening of pencils.
So, let's help out the student teachers who are struggling with "soft skills" of education by sharing what we do in the classroom.
Having to make these decisions puts a block on the flow of class when you have to constantly remove one kid for class so they can go to the bathroom or to the nurse.
As a veteran kindergarten teacher, this is always a dilemma Which child is for real and who is faking. Academic language is a meta-language that helps learners acquire the 50,000 words that they are expected to have internalized by the end of high school and includes everything from illustration and chart literacy to speaking, grammar and genres within fields. Think of academic language as the verbal clothing that we don in classrooms and other formal contexts to demonstrate cognition within cultures and to signal college readiness.
It would be a mistake to think that academic language is a garbage pail category involving any word, depending on the context. If you are new to incorporating academic language into your lessons, a good place to begin is with Tier 2, high-frequency, general instruction words (such as paraphrase, summarize, predict and justify) that learners need to know for completing an activity, but that are not a lesson's primary learning objective. Academic language requires that students move away from social language, with its more simplistic grammar and Anglo-Saxon vocabulary (body, chew, mellow), to sophisticated grammar with Greek and Latin words (aesthetics, ctenophora, heuristic). Reading and then thinking and talking about different genres is a robust sequence for learning academic language.
Model how to say something in a more academic way or how to paraphrase academic texts into more conversational language. Repeated encounters with a word in various authentic contexts can help students internalize the definition. When students generate a list of similarities and differences between words and complete a Venn diagram, like this one comparing and contrasting moths and butterflies, they are working with one of Robert Marzano's high-yield instructional strategies. Kechia Williams teaches 10 Terms that help students understand prompts and ace standardized tests.
We have been working hard to make Tier 2 words part of our teachers and students vocabulary on a daily basis. When I originally did my search I came across this list that was researched and published for the School of Linguistics and Applied Language Studies at the University of Wellington in New Zealand. You say that Academic Vocabulary has two groups: instructional language and language of the discipline.
From what I've read, there are several categories of vocabulary: General purpose, content- or discipline-specific, and academic vocabulary (ie instructional language). You are probably here because when it comes to classroom management, you realized that textbooks just don’t do the trick by adequately preparing you (or because this is an assignment).
Learners will be able to articulate the importance of developing a classroom management plan.
Learners will be able to describe the function of creating and maintaining classroom management.

Learners will be able to identify the signs of poor classroom management and ways to change it.
Learners will be able to compile a list of effective classroom management strategies verses ineffective classroom management strategies. Learners will be able to choose the moment a teacher has lost classroom management after listening to different scenarios. Learners will be able to design their own classroom management plan that addresses a variety of situations. THE CLASSROOM MANAGEMENT APPROACHES OF ELEMENTARY SCHOOL TEACHERS," International Journal of Instruction, 5, (2): 41-60.
My student teacher says he feels like he makes 10,000 decisions a day, the decisions that are almost like breathing for me now. I had to go old-school, back to the experiences that trained my gut to make on-the-spot decisions without hesitation. My student teacher is taking the reins on lesson plans, management, assessing, and he's slowly finding a nice little groove.
You never want to deny a student the medical attention he or she deserves, and, at the same time, you want to toughen up your little cherubs. In ten years, I've never had a student puke in a bucket parked next to a desk (knock on wood). I'll usually wait until the student complains at least twice before sending them to the nurse.
If not prepared for this simple, yet so complex question, you're asking for chaos and unwanted behavior. I've tried it and it's crazy hard to manage because, like the English language, there's always an exception.
I'm not sure who said it, but it's a good motto to keep in your back pocket when the questions arise.
I teacher first grade and I have my students seated in groups and in the center of the group is a pencil basket.
This is my second year teaching Kindergarten and I still find myself getting stumped with these questions sometimes.
I have taught for 9 years and wish that I could have received this information when I first started.
There are two major kinds: instructional language ("What textual clues support your analysis?") and language of the discipline (examples include alliteration in language arts, axioms in math, class struggle in social studies and atoms in science). A banana daiquiri is a fine adult beverage that most first graders cannot define, but is not an example of academic language.
These words are critical to students' successful processing of academic tasks and appear in the Common Core State Standards and on standardized tests. However, do not ban informal communication from the classroom, because this relaxed discourse is critical for social bonding, cooperative learning, interpreting literature and information processing. Students read a section of text to themselves before verbally summarizing the passage to a partner. Provide students with a difficult expository passage, like the inventor's paradox, and have teams reinterpret the text using everyday language.
I'm noticing just how important the introduction of academic vocabulary is as we begin to prepare for PARCC testing here in New Jersey.
Personally, I know that I never read or learned about all the different routines and plans that a teacher needs to set in place so that the classroom does not become a zoo! They are immediate and instinctual, but it took years of failure and trial and error on the so-called "soft skills" of elementary education to create a manageable atmosphere.
And, while you're trying to figure out who needs help and who thinks they need help, "The Faker" comes along and throws a monkey wrench into your thought process.

The students all share and at the end of the day I choose 2 students to sharpen the pencils or I do myself after school.
It was very annoying for me at the beginning, but then I decided that I am not going to wait for them to ask me. Simple questions that children ask during the flow of a lesson can really throw a teacher off as well as distract the other students. Now i get more effective methods to solve these problems, and i will plan to implement in my class. No student comes to school adept in academic discourse -- thus, thoughtful instruction is required. Nor do Tier 1 words such as and or house fit the category, although these basic words are important to teach English-language learners (ELLs).
However, I really can't profess that my answers are the "right" ones because they are fluid, in constant flux from day to day, minute to minute, and student to student. I find that this method works well however this year I have asked for lead pencils as suggested by a fellow coworker and I will see how this handles the pencil sharpening dillema. The issue I have been having this year with my students is wanting to sharpen their pencils all day.
Show a short video from VocabAhead that features 300 SAT words and categorizes vocabulary by grade level. You need to become one with the pencil sharpening epidemic and be firm, fair, and consistent with the rules. So now that I have read this, I will not wait for my teacher to tell me to read discourse texts or to use summary frames etc.
In my experience, I have taught mostly in the elementary grades and some high school special education classes. How to REALLY stop bullying activities thorugh classroom and student discussions using restorative practice.6. How to improve classroom management by putting the rules into the students' hands using the scaling question.7. How to view disrespectful students differently and use new responses to turn their mindset around.8. No longer would a school counselor simply schedule in high school or work on testing in elementary school.
Well, I don't have all of the answers, but I've dug up a flexible list of techniques that I've used to counter those nagging questions without creating a blanket rule resembling prison life.
Participants learn and practice basic solution-focused skills for working with issues such as academic performance, behavior issues, depression, anger, sexual abuse, bullying and relational situations. I also used the narrative approach, as I found its ideas about re-authoring, pleasant and reassuring to clients. The narrative process added emotions and descriptions that guided my clients into those new actions.A The result? SFNTThis workshop will cover the basic ideas of both models as well as a blending of strategies into a model that is rich in dialogue yet full of action and progress.
New ideas for changing the behaviors of students through a simple, yet novel, collaborative approach gives the classroom teacher a new tool for classroom management.
This workshop utilizes narrative therapy, and integrates it with solution-focused therapy to provide a warm and collaborative methodology for helping clients deal with trauma, grief and loss, abuse, and hopelessness.
The typical results are amazing, with clients terminating therapy within three to four sessions.A  Narrative therapy is a cousin of solution focused therapy and Dr.

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