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Prior knowledge is key when beginning to teach a new concept or skill. A student's prior knowledge can be used for a teacher's instructional benefit.

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Before beginning a lesson, it is important to engage or "hook" students by relating the concepts to be learned with things they are interested in such as popular media and realia.

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English Language Learners benefit and require the usage of visual tools when learning. Visual tools that can be used are photographs, music with videos, manioulatives, and real objects.

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Formative assessments are useful to find if students are grasping the concept or if they need additional help. Some forms of quick formative assessments that can be used are discussions, quick-writes, and technology such a Kahoot.

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Summative assessments are useful to see what the students have learned at the end of a lesson or unit. Forms of summative assessments that can be used are performance tasks or platforms such as Seesaw.

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Knowing your students and where they are academically can help a teacher know how to adjust instructional strategies to better meet students' needs.

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Direct Instruction and Classroom Grouping

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Direct Instruction and Classroom Grouping

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Beginning a lesson by teaching whole-group, direct instruction and later transitioning to group/pair work. Breaking students into leveled based groups can help advanced students deepen their comprehension while students with challenges have a better change at filling the learning gap.

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Use Different Tools to Accommodate Different Needs

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Use Different Tools to Accommodate Different Needs

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Different tools can be used to accommodate and assess students' learning. Children who struggle with reading or writing can use a voice recording tool, drawings, or in person communication to express what they have learned without the constraints of tying or writing.

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Frequent Formative Checks for Understanding

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Frequent Formative Checks for Understanding

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After students work in groups or pairs, it is important to have formative checks of understanding to see if group adjustments need to be made.

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Communication with colleagues, especially those teaching the same grade level is beneficial. A lot can be learned and gained by having discussions with colleagues, such as sharing materials, new ideas, strategies, and procedures that can aide learning.

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It is possible that after using different methods such as scaffolding, appropriate grouping, and remediation, students will still be challenged by certain concepts. When this occurs it is important to use outside support from others such as Response to Intervention teachers and other specialists who can better assist students in filling foundational skills that they may be missing.

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How do you find the balance needed to properly manage a classroom? Being too lenient and relaxed can cause misbehaviors to occur due to lack of repercussions and being too strict can cause students to want to rebel due to being overly controlled.

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What are the most effective ways to get to know your students and build strong relationships with them?

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What methods work best when accommodating the needs of English Language Learners and Special Needs students? Are there any methods that are counterproductive to accommodating their needs?