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http://awssc.k12.in.us/navigating-course-art-7-revisions-2019.pdf

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AAA Math features a comprehensive set of thousands of interactive arithmetic lessons.

There is no cost or registration required to practice your math on the AAAMath.com web site.

Unlimited practice is available on each topic which allows thorough mastery of the concepts.

A wide range of lessons (Kindergarten through Eighth grade level) enables learning or review to occur at each individual's current level.

Immediate feedback prevents practicing and learning incorrect methods, which is a common result of traditional homework and worksheets. Practice can continue as long as desired in a non-threatening format which helps build self-esteem and confidence.

Please feel free to try the lessons by clicking on one of the grades at the top or a topic area on the left side of the page.

Remember to add the site to your Favorite Places and please tell others about the site. It is an excellent way to learn or review math.

Note: Due to heavy traffic a page may not load properly. The same content is available at: AAAKnow.com, AAAStudy.com, 321Know.com and AAAMath.com

© Copyright 2011 J. Banfill. All Rights Reserved.Legal Notice

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AAA Math features a comprehensive set of interactive arithmetic lessons. Unlimited practice is available on each topic which allows thorough mastery of the concepts.

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The Indiana Academic Standards for Mathematics contained in the tables below consist of domains that vary per grade level and course. The skills listed in each domain indicate what students should know and be able to do in Mathematics at each grade level or course. The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content, and the ways in which students should synthesize and apply mathematical skills.

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The Indiana Academic Standards for Mathematics contained in the tables below consist of domains that vary per grade level and course. The skills listed in each domain indicate what students should know and be able to do in Mathematics at each grade level or course.

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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https://revelationsineducation.com/

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REVELATIONS IN EDUCATION | Lori Desautels, Ph.D

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How May I Serve You? Revelations in Education

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Lori Desautels, Ph.D.shares educational content, thoughts, teaching experiences, life experiences and writing passages

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https://nerdlegame.com/

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Our flagship game, nerdle, was inspired by Wordle and a passion for math. It challenges you to find the hidden calculation in just six guesses. In the wider nerdleverse, you'll roam an entire galaxy of puzzles, including number-based crosswords, anagrams, and so much more. Whether you're a math enthusiast or just looking for a daily brain workout, the nerdleverse has something special for you. Join us and let your mind explore the wonders of the nerdleverse!

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Nerdle - guess the solution in 6 tries - try classic, mini, speed and pro

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Learning math online isn't always easy! Luckily there are some great math websites for teaching math virtually. We've gathered a list of teacher-approved sites that includes resources, games, freebies, and innovative programs for teaching math.

Here are the best math websites, according to teachers.
Note: This article has been updated to reflect free and discounted resources for online education during the COVID-19/coronavirus outbreak. Find other free online resources here.
Go to:

Best Math Websites: Comprehensive Math Programs
These websites provide standards-based math curricula, practice activities and games, assessment tools and instructive insights, and professional development.
From McGraw-Hill, a web-based assessment and learning system that uses adaptive questioning to determine students' needs. It also instructs students on topics they are most ready to learn. Grades: 3-12; cost: $

Along with textbooks, Art of Problem Solving has a stable of robust online resources, including videos, math problems from math contests, and online classes. Also features after-school enrichment resources. Grades: 2-12; c ost: $
Note: During the school closures, Art of Problem Solving is offering one month free or a $15 discount on either a monthly or yearly subscription to Beast Academy Online, a complete web-based math curriculum designed to help students ages 8-13 deepen their understanding of math.
BuzzMath focuses on helping middle schoolers practice their math skills. It contains high-quality problems, gives immediate and detailed feedback, and lets students progress at their own pace. Randomly generated values let students retry problems to obtain mastery. Teachers also receive detailed results that help them guide and monitor student progress. Grades: 6-9; c ost: Free demo with subscription plans for students and families.

This resource from England provides math videos, math practice questions, and worksheets with answers. Grades: K-12; cost: Free

This National Science Foundation-funded program helps students strengthen math skills, inspires a growth mindset, and encourages critical thinking. Students will learn to solve problems and explain their thinking using mathematician George Polya's four-step approach. Grades: K-12; c ost: Free trial

An award-winning series of math apps that harness the power of digital tools to create a better, deeper, more fun learning experience. Blogs, such as "Making Math Social" and "Saying No to Math Anxiety," are included as resources for teachers and parents. Grades: K-6; c ost: Free trial

An adaptive learning platform designed to complement classroom instruction and deliver results. Includes resources for teachers, student data reports, and instructive insights. Grades: K-8; c ost: Free 90-day trial with subsequent subscriptions.

Online learning digital curriculum for primary or supplementary instruction. Give students the support they need exactly when they need it. Grades: K-12; c ost: $ (Discounts during coronavirus school closures)

This site provides e-textbooks, answer keys, video lessons, and printables for students and teachers of algebra 1 and 2, geometry, and trigonometry. Grades: 8-12; c ost: $

We love the friendly competition and game-based content offered by First in Math. Kids gain skills practice and fluency as they play games targeted toward fact proficiency, automaticity, and logical thinking. Grades: K-8; c ost: Free trial with subsequent paid content

Allows kids to practice math at their own level and pace. Has more than 30,000 math questions, starting with a diagnostic that assigns material at just the right level. Front Row also features lessons, assessments, and reports for teachers. Grades: K-9; cost: Free for teachers; $ for upgrades and other features

GregTangMath strives to provide unparalleled math lessons for students as well as professional development for in-service teachers. Games, puzzles, and other resources, like free downloads, worksheets/word problems, math centers. Grades: K-6; cost: Free

This site, from the National Council of Teachers of Mathematics (NCTM), features complete lesson plans, mobile games for students, interactive activities, and brain teasers. Grades: PreK-12; c ost: Free

High-quality educational resources for teachers and students. Excellent math tasks, videos, lesson plans, and problem-based curriculum modules. Grades: 6-8; cost: Free

Istation makes personalized learning easy with computer-adaptive instruction, assessments, personalized data profiles, and teacher resources. Includes digital lessons and face-to-face teaching strategies. Grades: PreK-8; cost: $

Make math about more than numbers! Engaging items, real-world scenarios, and unlimited questions. Individualized math practice. Teachers can choose the strand and set up students to work independently. Grades: K-12; c ost: $

Khan Academy is on a mission to give a free, world-class education to anyone, anywhere. Their personalized learning resources are available for all ages. Video learning segments are followed by practice activities. Grades: K-12; c ost: Free

Cloud-based curriculum for K-12 students, focusing on supporting both traditional and blended classrooms. Grades: K-12; cost: Free; $ premium version

Online learning space that is engaging, supportive, and designed to get kids interested in math while teaching state standards. Grades: K-12; c ost: Free trial for teachers and families; $ subscription

Through ongoing research, MIND Research Institute continues to investigate key questions about learning, mathematics, and how the brain works. ST Math is a PreK-8 visual instructional program that leverages the brain's innate spatial-temporal reasoning ability to solve mathematical problems. Grades: K-8; cost: $

Award-winning program finds and fixes learning gaps with the power of personalized learning. The three-pronged approach features personalized learning, pinpoint assessments, and interactive classroom. Grades: K-8; cost: Free version includes all curriculum, one test per year, and basic overview of student progress; $ for personalized learning license

Stepping Stones, from Origo, is a unique and comprehensive curriculum that combines print and digital materials. It features problem-solving activities, strategies, and practice. Teachers also have access to a professional blog that provides advice and support. Grades: K-6; cost: $

This organization helps students in low-income communities, together with teachers and families, harness the power of digital learning platforms to raise educational outcomes. The program features school workshops, instructional coaching, and professional learning communities. Grades: K-12; cost: $

Math games that tackle more than 1,200 crucial math skills in a fun and engaging way. Grades: 1-8; c ost: Free for teachers; $ for family subscription

Interactive, game-based learning world that motivates kids through rewards. Features include a daily challenge, step-by-step lessons, and parent connections. Grades: K-5; c ost: Free; $ monthly fee

Boost confidence, increase scores, and get ahead. Fun for enrichment or regular practice. Grades: K-5; cost: Free for teachers and schools; $ for family subscription

Math games that make learning fun! Engaging, evidence-based, adaptive learning. Focus on specific skills, target interventions, and make assessment easy. Grades: K-5; c ost: Free trial; $ subscription

Woot Math offers adaptive practice for teaching rational numbers and related topics, such as fractions, decimals, and ratios. Grades: 3-7; c ost: Free tier for teachers; additional features available for extra cost

Personalized math curriculum that includes digital lessons and small-group instruction. Also has online modules, workbooks and answer keys, and professional development. Grades: K-5; c ost: $

Best Math Websites: Interactive Tools to Use in Instruction
These sites offer engaging videos and tools to use in your daily math instruction.
Engaging animated learning videos, games, quizzes, and activities to encourage kids on their unique learning path. Grades: PreK-8; c ost: $ (Free for educators during coronavirus school closures)

A website that allows teachers to assign math practice content to their students. Students get immediate feedback as they complete the problems. Grades: Middle school+; cost: Free

An online graphing calculator that students can use for free. Includes a teacher-centric activity builder for creating digital math activities. Grades: 9-12; c ost: Free

Use hip-hop to teach math! Flocabulary offers songs, activities, and videos. Grades: K-12; c ost: Free trial; $ subscription

Another graphing calculator for functions, geometry, algebra, calculus, statistics, and 3-D math. Includes practice sheets. Grades: 9-12; c ost: Free

You know it; your kids love it. Why not use it to teach math? Engage your students with this game-based classroom-response system played by the whole class in real-time. Multiple-choice questions are projected on the screen, then students answer with their smartphone, tablet, or computer. Grades K-12; cost: Free 30-day trial; $ subscription

Run by the University of Regina in Canada, this site offers free resources for math teachers and their students, including a database where users can search for the answers to math questions. Their Mathematics with a Human Face page includes information about careers in mathematics as well as profiles of mathematicians. Grades: K-12; c ost: Free

Teachers know that one of the best ways to make sure learning sticks is through song. Numberock features ad-free music videos of songs about math topics, like fractions, money, and integers, produced by an Emmy Award-winning studio. Numberock also has anchor charts, worksheets, comics, games, and more. Grades: K-5; c ost: Some videos are free; free trial

Best Math Websites: Games and Activities for Students
Interactive websites that provide students with instruction and independent practice.
Two users play a game in which each player tries to connect four game pieces in a row (like game Connect Four). The players answer math questions to connect the pieces. Teacher chooses how much time each player has to answer, the level of difficulty, and the type of math problem. Grades: 2-8; cost: Free

Yes, math games can be cool! Check out the hundreds of games on this site and on Coolmath4kids. Grades: K-12; c ost: Free; $ ad-free version

Figure This! is a site designed to encourage families to practice math together. It includes fun and engaging math games and high-quality challenges. It even offers challenges in Spanish. Grades 6-8; c ost: Free

Funbrain has been helping students learn key math concepts and develop crucial skills since 1997. Students can choose from a slew of games. The best part? It's all free! Grades: PreK-8; c ost: Free

Hotmath provides homework assistance for high school and college students, using "worked out" examples of math problems. Grades: 9-college; c ost: Free

Your students will love fun math games like Speed Math Deluxe, Mystery Math, Place Value Game, and more. Grades: 3-11; c ost: Free

Self-paced math missions and online game shows for students. Available both online AND offline. Teacher perk: you can scan printed worksheets to be uploaded and assessed! Grades: K-12; cost: Free basic version and Free premium version available during the coronavirus school closures.

A popular game-based site for math online learning resources. It covers algebra, geometry, statistics, and more. Grades K-12; cost: Free during the coronavirus school closures.

Organized by grade or subject, your students can play math games and get homework help. Grades: PreK-7; c ost: Free

In-depth lessons with videos, guided practice, interactive self-tests, and more. Grades: 5-12; c ost: Free

More than 425 math games, logic puzzles, and brain workouts for students to practice their math skills. Grades: 1-6; c ost: Free

Nearly 100 original math games, workshops, and practice modules, as well as math printables! Grades: 1-6; c ost: Free

This interactive, online tool helps students master basic facts. Set up as a whole-class or small-group competition, students earn ninja cards and track results on a ninja scoring poster. Two board games that teach operations are also available for purchase. Grades: 2-8; c ost: Free

This is a free intervention tool designed to fill gaps in students' mental calculation skills and empower them with number fluency. Students can earn ninja belts of different colors for their skill level. Grades: 2-8; c ost: Free

From PBS Learning Media, middle schoolers will love this entertaining video blog. Not only does each episode cover Common Core Standards, it makes math learning culturally relevant with pop-culture references. Grades: 6-9; c ost: Free

Students can create study flashcards, play learning games, practice skills, collaborate with other students, and more. Grades: 5-12; c ost: Free

Another resource to help students build fact fluency. Each game is tailored to students' ability levels. Grades: 2-6; c ost: Free trial; $ monthly subscription

Tons of fun and educational online math games, from basic operations to algebra and geometry. Grades: K-6; c ost: Free

Simple math test activities for teachers and students, from beginning math operations to calculus. You set the skill level, how many problems, and time limit. A report, which tallies right and wrong answers, is provided after each quiz. Grades: 3-12; c ost: Free

How would your students like to learn multiplication while shooting hoops? They can do that and more at Toy Theater, which teaches early math concepts through game-based learning. Grades: K-5; cost: Free

Xtramath is like a daily math vitamin. An interactive online tool that helps students practice and master basic arithmetic facts, it's quick and easy to use. Weekly emails provide progress reports for teachers and parents. Grades: K-8; c ost: Free

Best Math Websites: Resources for Teachers
Sources for teachers that provide lesson-planning resources and professional development materials.
Math worksheets for just about any area of study. Free downloads. Good for planning lessons, review, and independent work. Grades: K-6; cost: Free

This platform allows teachers to create technology-enhanced online math assessments from a huge question bank. Grades: K-12. Free Forever Teacher accounts always. Free access to Premium features through July 1, 2020.
Kuta Software
For teachers of pre-algebra through calculus. Create the math worksheets you need, exactly how you want them, in minutes. You can also create customizable homework, quizzes, and tests. Grades: 8-12; c ost: Free

A creative solution that aims to revive students' passion and interest in math. Mashup Math has a library of 100+ math video lessons as well as a YouTube channel that features new math video-lessons every week. A free e-book of math challenges is also available. Grades: K-8; cost: Free

Dynamically created math worksheets for students, teachers, parents ... anyone! Grades: K-10; c ost: Free

With their interesting lesson plans and quirky questions (e.g., "Do people with small feet pay too much for shoes?"), math class will never again be boring. Grades: 6-12; c ost: $ subscription

Tools for math teachers, including bell-ringers and drills, math tools and manipulatives, question generators, printables, and puzzles. Grades: K-12; c ost: Free

This National Science Foundation-supported project provides a large library of uniquely interactive, web-based virtual manipulatives and concept tutorials for math instruction. Grades: K-12; c ost: Free

TopMarks is a UK-based site that provides a database of resources for teachers as well as online learning games for students. Grades: PreK-8; c ost: Free

More than 1,500 video lessons ranging from middle-grade math through algebra 2. Grades: 6-12; cost: Free

VmathLive empowers students to master math content at their own pace in a motivating online environment. The learning is structured so students work sequentially through the lessons and can earn badges, trophies, and points. Grades: K-8; cost: Free until July, 2020
For more ideas, check out our collection of math articles. What's on your list of best math websites? Share your ideas in our WeAreTeachers HELPLINE group on Facebook.

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64 Awesome Websites for Teaching and Learning Math

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Learning math online isn't always easy! Luckily there are some great math websites for teaching math virtually. We've gathered a list of teacher-approved sites that includes resources, games, freebies, and innovative programs for teaching math. Here are the best math websites, according to teachers.

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Community Hub | Illustrative Mathematics | Math Resources for K-12

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The IM Community Hub creates effective strategies for teaching IM K-12 Math, especially in distance and hybrid learning environments.

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What ACEs do you have?

There are 10 types of childhood trauma measured in the CDC-Kaiser Permanente Adverse Childhood Experiences Study. (There are many others...see below.) Five are personal - physical abuse, verbal abuse, sexual abuse, physical neglect, and emotional neglect. Five are related to other family members: a parent who's an alcoholic, a mother who's a victim of domestic violence, a family member in jail, a family member diagnosed with a mental illness, and experiencing divorce of parents. Each type of trauma counts as one. So a person who's been physically abused, with one alcoholic parent, and a mother who was beaten up has an ACE score of three.
There are, of course, many other types of childhood trauma - racism, bullying, watching a sibling being abused, losing a caregiver (grandmother, mother, grandfather, etc.), homelessness, surviving and recovering from a severe accident, witnessing a father being abused by a mother, witnessing a grandmother abusing a father, involvement with the foster care system, involvement with the juvenile justice system, etc. The ACE Study included only those 10 childhood traumas because those were mentioned as most common by a group of about 300 Kaiser members; those traumas were also well studied individually in the research literature. The most important thing to remember is that the ACE score is meant as a guideline: If you experienced other types of toxic stress over months or years, then those would likely increase your risk of health consequences, depending on the positive childhood experiences you had (see below).

Prior to your 18th birthday:

1. Was your mother or stepmother:
Often or very often pushed, grabbed, slapped, or had something thrown at her? or Sometimes, often, or very often kicked, bitten, hit with a fist, or hit with something hard? or Ever repeatedly hit over at least a few minutes or threatened with a gun or knife?
No___If Yes, enter 1 _ _

2. Was a household member depressed or mentally ill, or did a household member attempt suicide? No___If Yes, enter 1 _ _

Now add up your "Yes" answers: _ This is your ACE Score

__________________________

Now that you know your ACEs, what does it mean?

First....a tiny bit of background to help you figure this out.....(if you want the back story about the fascinating origins of the ACE Study, read The Adverse Childhood Experiences Study - the largest, most important public health study you never heard of - began in an obesity clinic.)

The CDC's Adverse Childhood Experiences Study ( ACE Study) uncovered a stunning link between childhood trauma and the chronic diseases people develop as adults, as well as social and emotional problems. This includes heart disease, lung cancer, diabetes and many autoimmune diseases, as well as depression, violence, being a victim of violence, and suicide.

The first research results were published in 1998, followed by more than 70 other publications through 2015. They showed that:

childhood trauma was very common, even in employed white middle-class, college-educated people with great health insurance;

there was a direct link between childhood trauma and adult onset of chronic disease, as well as depression, suicide, being violent and a victim of violence;

more types of trauma increased the risk of health, social and emotional problems.

people usually experience more than one type of trauma - rarely is it only sex abuse or only verbal abuse.

A whopping two thirds of the 17,000 people in the ACE Study had an ACE score of at least one - 87 percent of those had more than one. Thirty-six states and the District of Columbia have done their own ACE surveys; their results are similar to the CDC's ACE Study.

The study's researchers came up with an ACE score to explain a person's risk for chronic disease. Think of it as a cholesterol score for childhood toxic stress. You get one point for each type of trauma. The higher your ACE score, the higher your risk of health and social problems. (Of course, other types of trauma exist that could contribute to an ACE score, so it is conceivable that people could have ACE scores higher than 10; however, the ACE Study measured only 10 types.)

As your ACE score increases, so does the risk of disease, social and emotional problems. With an ACE score of 4 or more, things start getting serious. The likelihood of chronic pulmonary lung disease increases 390 percent; hepatitis, 240 percent; depression 460 percent; attempted suicide, 1,220 percent.

(By the way, lest you think that the ACE Study was yet another involving inner-city poor people of color, take note: The study's participants were 17,000 mostly white, middle and upper-middle class college-educated San Diegans with good jobs and great health care - they all belonged to the Kaiser Permanente health maintenance organization. Prior to the ACE Study, most research about effects of abuse, neglect, etc., involved poor people of color who live in the inner city. And so the notion was that it was inner-city people of color who experienced abuse, neglect, etc., not white middle-class or white upper-class people....that somehow white people of means were immune from the kinds of problems affecting people who were poor. That's not only ridiculous, but it was just another way to perpetrate racism and classism. The ACE Study quashed that notion. So, it's not that I'm saying that the ACE Study is credible because it was done on white people, I'm saying that the ACE Study opened the door to an understanding that ACEs are at the root of nearly all problems of physical, mental, economic and social health in humans, no matter where in the world those humans live. The ACE Study and the other research that makes up ACEs science provided an opening to a better understanding of the constructs that make up our notion of why people suffer ill health - physical, mental, economic, social - and that includes systemic racism. )

Here are some specific graphic examples of how increasing ACE scores increase the risk of some diseases, social and emotional problems. All of these graphs come from "The relationship of adverse childhood experiences to adult health, well being, social function and health care", a book chapter by Drs. Vincent Felitti and Robert Anda, co-founders of the ACE Study, in "The Hidden Epidemic: The Impact of Early Life Trauma on Health and Disease."

What causes this?

At the same time that the ACE Study was being done, parallel research on kids' brains found that toxic stress damages the structure and function of a child's developing brain. This was determined by a group of neuroscientists and pediatricians, including neuroscientist Martin Teicher and pediatrician Jack Shonkoff , both at Harvard University, neuroscientist Bruce McEwen at Rockefeller University, and child psychiatrist Bruce Perry at the Child Trauma Academy .

When children are overloaded with stress hormones, they're in flight, fright or freeze mode. They can't learn in school. They often have difficulty trusting adults or developing healthy relationships with peers (i.e., they become loners). To relieve their anxiety, depression, guilt, shame, and/or inability to focus, they turn to easily available biochemical solutions - nicotine, alcohol, marijuana, methamphetamine - or activities in which they can escape their problems - high-risk sports, proliferation of sex partners, and work/over-achievement. (e.g. Nicotine reduces anger, increases focus and relieves depression. Alcohol relieves stress.)

Using drugs or overeating or engaging in risky behavior leads to consequences as a direct result of this behavior.

For example, smoking can lead to COPD (chronic obstructive pulmonary disease) or lung cancer. Overeating can lead to obesity and diabetes. In addition, there is increasing research that shows that severe and chronic stress leads to bodily systems producing an inflammatory response that leads to disease.

In addition, toxic stress can be passed down from generation to generation. The field of epigenetics shows that we are born with a set of genes that can be turned on and off, depending on what's happening in our environment. If a child grows up with an overload of toxic stress, their stress-response genes are likely to be activated so that they are easily triggered by stressful situations that don't affect those who don't grow up with toxic stress. They can pass that response onto their children.

Fortunately, brains and lives are somewhat plastic. Resilience research shows that the appropriate integration of resilience factors - such as asking for help, developing trusting relationships, forming a positive attitude, listening to feelings - can help people improve their lives.

For more information about ACEs science and how it's being used, go to: PACEs Science 101.

Here's a link to the long questionnaire (200+ questions).

For more information about PACEs science, go to PACEs Science 101.

_______________________

What are PCEs - positive childhood experiences?

Although there is still much to learn about ACEs and how to prevent and mitigate their effects, we also all know that childhood experiences are not limited to those that involve adversity. All childhood experiences matter. In the last few years, researchers have started to examine the impacts of positive childhood experiences (PCEs) on children and adults.

In 2019, a team of researchers - Dr. Christina Bethell, Jennifer Jones, Dr. Narangerel Gombojav, Dr. Jeff Linkenbach and Dr. Robert Sege - found a dose-response association between positive childhood experiences and adult mental and relationship health among adults who had experienced ACEs, irrespective of how many ACEs they had. This means that it's really important to have positive childhood experiences, no matter how much adversity you have in your life. And if you have a lot of adversity and a lot of positive childhood experiences, you are less likely to suffer the consequences of ACEs. However if you have no positive childhood experiences and few ACEs, the consequences of the ACEs are more likely to appear. Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample: Associations Across Adverse Childhood Experiences Levels | JAMA Pediatrics.

To find out what positive childhood experiences you have, answer the following questions. How much or how often during your childhood did you:

1. feel able to talk to your family about feelings;

2. feel your family stood by you during difficult times;

3. enjoy participating in community traditions;

4. feel a sense of belonging in high school;

5. feel supported by friends;

6. have at least two non-parent adults who took genuine interest in you; and

7. feel safe and protected by an adult in your home.

Also in 2019, Bethell, Gombojav, and Dr. Robert Whitaker reported that at each level of ACEs, "the presence of flourishing increased in a graded fashion with increasing levels of family resilience and connection." Family Resilience And Connection Promote Flourishing Among US Children, Even Amid Adversity | Health Affairs

In 2014, Bethell, Dr. Paul Newacheck, Dr. Eva Hawes, and Dr. Neal Halfon found that children with higher ACE scores were less likely to demonstrate resilience, live in a protective home environment, have a mother who was healthy, and live in safe and supportive neighborhoods. However, almost half of the children who had experienced ACEs also demonstrated resilience, and "resilience mitigated the impact of adverse childhood experiences on grade repetition and school engagement." Adverse Childhood Experiences: Assessing The Impact On Health And School Engagement And The Mitigating Role Of Resilience | Health Affairs

In a study published in 2021, Whitaker, Dr. Tracy Dearth-Wesley, and Dr. Allison Herman wrote that "greater childhood family connection was associated with greater flourishing in US adults across levels of childhood adversity." Childhood family connection and adult flourishing: associations across levels of childhood adversity - Academic Pediatrics (academicpedsjnl.net)

Dr. Yui Yamaoka and Dr. David Bard reported in 2019 that "the number of adverse childhood experiences was associated with both social-emotional deficits and developmental delay risks in early childhood; however, positive parenting practices demonstrated robust protective effects independent of the number of adverse childhood experiences." Positive Parenting Matters in the Face of Early Adversity - PubMed (nih.gov)

Among juvenile offenders, Dr. Michael Baglivio and Dr. Kevin Wolff discovered in 2020 that "high ACE scores were associated with increased reoffending, and high PCE scores were associated with decreased recidivism, as measured by both rearrest and reconviction. Further, among juveniles with four or more ACEs who have six or more PCEs, reconviction was 23% lower and rearrest 22% lower when compared to those youth with four or more ACEs and less than six PCEs, controlling for a host of demographic and criminal history measures." Positive Childhood Experiences (PCE): Cumulative Resiliency in the Face of Adverse Childhood Experiences - Michael T. Baglivio, Kevin T. Wolff, 2021 (sagepub.com)

Dr. Michael Baxter, Dr. Eden Hemming, Dr. Heather McIntosh, and Dr. Chan Hellman published research in 2017 that demonstrated that higher ACEs scores were associated with lower hope in a study of caregivers who brought children in for a child abuse medical investigation at a child advocacy center. Exploring the Relationship Between Adverse Childhood Experiences and Hope: Journal of Child Sexual Abuse: Vol 26, No 8 (tandfonline.com)

In 2019, Dr. AliceAnn Crandall, Dr. Jacob Miller, Dr. Aaron Cheung, Dr. Lynneth Novilla, Dr. Rozalyn Glade, Dr. M. Lelinneth Novilla, Dr. Brianna Magnusson, Dr. Barbara Leavitt, Dr. Michael Barnes, and Dr. Carl Hanson observed in a study of adults that "higher counter-ACEs scores [i.e., positive childhood experiences] were associated with improved adult health and that counter-ACEs neutralized the negative impact of ACEs on adult health." ACEs and counter-ACEs: How positive and negative childhood experiences influence adult health - ScienceDirect

A study by Whitaker, Dearth-Wesley, and Herman in 2020 showed that across levels of childhood adversity, greater childhood family connection was associated with greater flourishing among young adults with type 1 diabetes.Childhood Family Connection With Flourishing in Young Adulthood Among Those With Type 1 Diabetes | Pediatrics | JAMA Network Open | JAMA Network

Finally, in 2016, Bethell, Gombojav, Dr. Michele Solloway, and Dr. Lawrence Wissow examined ACEs, resilience, family protective factors, and emotional, mental or behavioral conditions (EMB) in children and youth in the U.S. The authors found that children with ACEs had higher EMB than children without ACEs, but the presence of resilience was significantly associated with lower amounts of EMB for both children with and without ACEs. In addition, the prevalence of EMB was lower when family protective factors were present, even if the child had ACEs, although the presence of two or more ACEs decreased the effect. Adverse Childhood Experiences, Resilience and Mindfulness-Based Approaches: Common Denominator Issues for Children with Emotional, Mental, or Behavioral Problems (nih.gov)

In terms of research, these are still early days, says Dr. Robert Whitaker, director of Research and Research Education at the Columbia-Bassett Program and professor of Clinical Pediatrics in the Vagelos College of Physicians and Surgeons at Columbia University: "This area of PACEs research is emerging, but the boundaries of that research have not really been defined, particular as complement to the well-established body of research on resilience."

From " Brains: Journey to Resilience ", Alberta Family Wellness Initiative.

"PCEs may have lifelong consequences for mental and relational health despite co-occurring adversities such as ACEs," noted Dr. Christina Bethell in Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample: Associations Across Adverse Childhood Experiences Levels. Bethell is professor at Johns Hopkins University in the Bloomberg School of Public Health and founding director of the Child and Adolescent Health Measurement Initiative. "In this way, they support application of the World Health Organization's definition of health emphasizing that health is more than the absence of disease or adversity. The World Health Organization's positive construct of health is aligned with the proactive promotion of positive experiences in childhood because they are foundational to optimal childhood development and adult flourishing."

However, in terms of integrating what we know about PACEs, we have enough information to continue integrating the science into our work. If we want to change individuals, organizations, communities, and systems we need to talk about both positive and adverse childhood experiences - PACEs - and how they intertwine throughout our lives....

At the individual level, learning about ACEs helps us understand why we behave the way we do, and that our coping behavior is normal...a normal response to abnormal circumstances. Learning about PCEs provides direction to heal. The key concept about PACEs is that learning about both, together, can help improve our health and well-being. It gives us hope.

At the organizational level, staff and leaders can use knowledge of PACEs to create healing-centered work environments and programs in all sectors.

At the community level, educating the public about PACEs can provide hope and foster the development of innovative ideas about how to support families, organizations and communities. Understanding the interplay between positive and adverse experiences offers opportunity for engagement with all sectors. Communities can use this new lens to create mindful, healing-centered, research-informed approaches to prevent adversity and encourage connection and healing.

At the system level, policymakers and leaders can use research about PACEs to find common ground across fields and to support policies that promote the understanding of PACEs and how adversity and positive experiences work together.

At least two organizations are taking this approach and doing research to guide their actions:

The Healthy Outcomes from Positive Experiences (HOPE) team at Tufts Medical Center have identified four building blocks that lessen the negative effects of ACEs: relationships, environments, engagement, and social emotional development. HOPE - Healthy Outcomes from Positive Experiences

The Hope Research Center at the University of Oklahoma, Tulsa, focuses its research on the "science and power of hope as a psychological strength, especially among those experiencing trauma and adversity." The Center defines hope as "the belief that the future will be better and you have the power to make it so." Hope Research Center (ou.edu)

If you're interested in becoming more involved in the PACEs science community, join our companion social network, PACEs Connection. Just go to PACEsConnection.com and click "Join". PACEsConnection.com is the leading advocate for information about the science of positive and adverse childhood experiences (PACEs) and the rapidly expanding, global PACEs science movement.

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What ACEs do you have? There are 10 types of childhood trauma measured in the CDC-Kaiser Permanente Adverse Childhood Experiences Study. (There are many others...see below.) Five are personal - physical abuse, verbal abuse, sexual abuse, physical neglect, and emotional neglect. Five are related to other family members: a parent who's an alcoholic, a mother who's...

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Kratochwill, T. (2015, March 9). Classroom management module. American Psychological Association. https://www.apa.org/education-career/k12/modules-classroom-management

Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. The purpose of implementing classroom management strategies is to enhance prosocial behavior and increase student academic engagement (Emmer & Sabornie, 2015; Everston & Weinstein, 2006). Effective classroom management principles work across almost all subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006). When using a tiered model in which school-wide support is provided at the universal level, classroom behavior management programs have shown to be effective for 80-85 percent of all students. More intensive programs may be needed for some students.

Why is classroom management important?

Effective classroom management:

Establishes and sustains an orderly environment in the classroom.

Increases meaningful academic learning and facilitates social and emotional growth.

Decreases negative behaviors and increases time spent academically engaged.

Although effective classroom management produces a variety of positive outcomes for students, according to a 2006 survey of pre-K through grade 12 teachers conducted by APA, teachers report a lack of support in implementing classroom management strategies. Chaotic classroom environments are a large issue for teachers and can contribute to high teacher stress and burnout rates. Therefore, it is important to use effective classroom management strategies at the universal level in a tiered model, as they serve as both prevention and intervention methods that promote positive outcomes for students.

Why classroom management works

Effective classroom management

Classroom management systems are effective because they increase student success by creating an orderly learning environment that enhances students' academic skills and competencies, as well as their social and emotional development. Classroom management systems are most effective when they adhere to three basic principles (Brophy, 2006, pp. 39-40):

1. Emphasize student expectations for behavior and learning.

2. Promote active learning and student involvement.

3. Identify important student behaviors for success. More specifically:

What behaviors are required to reach the goals of learning activities?

What implications does a particular learning activity have for student roles?

How will the teacher prepare students to take on these roles?

School Wide Implementation

Teachers concerned with classroom management typically need help with two issues:

1. Preventing discipline problems.

2. Dealing with current discipline problems.

To address these concerns, researchers have established several systems such as positive behavior support (PBS) (Crone & Horner, 2003; Crone, Horner, & Hawken, 2010) and social and emotional learning (SEL), (Weissberg, Kumpfer, & Seligman, 2003).

Positive behavior support

Positive behavior support (PBS) is typically set up as a multilevel model of intervention and involves a school-wide structure of support for teachers that adopt evidence-based programs (Freiberg & Lapointe, 2006), and small group and individualized programs for students who do not respond to the school-wide structure and need more support (Robinson & Griesemer, 2006). At the school wide level, teachers and staff create a positive school culture by clearly defining positive expectations that are taught to all students and adults (Bradshaw, 2014).

An example of a system of PBS as a tiered model might look like the following:

Tier 1: universal level

The school establishes expectations for behavior.

Ensure that students, staff and families understand these expectations; schools operationalize positive behaviors and teach them to students.

Teachers have pro-social contacts with students and model expected behaviors.

Teachers receive formal training in behavior management.

The school establishes a school-wide leadership team to support the PBS activities.

The school implements a methodical system of recording student behavior to facilitate decision-making regarding potential intervention or other responses.

Tier 2: secondary level of intervention

An evidence-based program such as First Steps to Success (Walker, Stiller, Bolly, Kavanagh, Steverson, & Feil, 1997) can be implemented with groups of students in need of this level of support.

Tier 3: tertiary level

Individualized evidence-based programs are implemented for students not responding to the second tier based on results of behavior data and analysis of their behavior. Most classroom teachers have not been trained in functional assessment or analysis of behavior, so it is important that they consult with their colleagues (e.g., school psychologists, special education teachers) who have expertise in this area.

Tier 1: universal instruction and intervention

Approximately 80-85 percent of students will be able to meet classroom behavior expectations when given high-quality, universal instruction/intervention on behavior.

Explicitly teach students classroom expectations and routines

Teachers should not assume that students know the appropriate and expected classroom behaviors. Instead, teachers should make it a priority to help their students understand what appropriate classroom behaviors are and make this information explicit.

Spend extra time teaching expectations at the beginning of the school year; this plan will help students get into the practice of following rules right from the start.

Reteach your goals throughout the year, and make sure your students are familiar with these goals. It could be helpful to display them in your classroom.

Make your classroom goals easy to understand and measurable (e.g., if your goal is to "be respectful" make sure your students know what that means. Provide them examples of respectful behaviors that you expect from them).

Generally, do not exceed five expectations at a time; too many expectations will cause students to forget directions.

Adapt behavior expectations based on context such as group size or setting.

Reward positive behaviors

Student praise is one of the most effective ways of increasing positive behavior. Giving behavior-specific praise that identifies what the student has done correctly is a powerful strategy for increasing good behavior.

Assess what rewards are reinforcing for your students: do they appreciate teacher attention or prefer small prizes? Rewards only work if the student finds them reinforcing, so rewards may need to be tailored for individual students.

Develop a curriculum that facilitates student engagement

Ensure that the difficulty level of the instructional materials is appropriate for the students. Instructional materials that are too easy or too difficult can result in off-task behavior.

Create opportunities for student choice in materials studied. Student choice allows for greater ownership of academic experience. (see module on autonomous learners)

Incorporate student interest into the curriculum, causing the students to become more invested in what they are learning (Kern & Clemens, 2007).

What if a student isn't responding to instruction or intervention?

If a student isn't responding to universal instruction/intervention with classroom appropriate behavior, they may need a stronger or customized intervention. Implementing intensive socio-emotional interventions for students with behavior difficulties is an effective means of enhancing classroom management because socio-emotional interventions can equip students with the competencies, skills and motivation they need to behave appropriately in school.

Tier 2: smaller group instruction

Typically an additional 10-15 percent of students need more behavior support than is provided at the Universal level. Tier 2 support typically involves small group instruction.

Institute socio-emotional groups

Small group instruction can be established for students who need to focus on specific skills to improve and manage their classroom behavior. Topics for these groups may include:

a. Self-management

b. Anger management

c. Conflict resolution

d. Specialized social skill instruction

e. Mentoring programs

Institute daily check-in and check-out procedures:

Check-in and check-out procedures allow for monitoring of students' behavior as well as provide feedback for improvement. Criteria for monitoring are based on school behavior expectations.

Develop brief functional behavior assessments to determine the motivation behind student behaviors.

Consult with colleagues trained in functional behavior assessment to collect data on students' behavior and offer analyses of potential interventions that are most appropriate and effective for specific needs.

Involve families in supporting children in group interventions

Inform families of problem-solving plans at school and engage in consistent communication to ensure effectiveness of plans.

Tier 3: individual intervention

An additional 5-7 percent of students may need continued support beyond Tier 2 interventions. These students typically benefit from individualized, intensive interventions.

A problem-solving team in the school can offer support to the teacher

Problem-solving teams composed of teachers, school psychologists, principals and special educators should meet regularly to collaborate on appropriate interventions for students needing increased support.

Develop and implement function-based interventions for individual students

Functional behavior assessments are effective means of determining the purpose of student misbehavior and creating appropriate interventions (Scott et al., 2005).

Social and emotional learning

Social and emotional learning (SEL) is affiliated with the Collaborative for Academic, Social, and Emotional Learning (CASEL) (Weissberg, Kumper, & Seligman, 2003). SEL programs provide instruction at the universal level and are designed to teach social and emotional competencies to students to enhance their success in school and in life (Durlak, Weissberg, Dymnikci, Taylor, & Schellinger, 2011). According to CASEL, effective SEL instruction includes opportunities to practice skills, coordination with school and community environments, systematic and sequential programming throughout grade levels, and continuous monitoring of programming.

Recommendations for teachers

1. Do not use vague rules.

2. Do not have rules that you are unwilling to enforce.

3. Do not ignore student behaviors that violate school or classroom rules (they will not go away).

4. Do not engage in ambiguous or inconsistent treatment of misbehavior.

5. Do not use overly harsh or embarrassing punishments or punishments delivered without accompanying support.

6. Do not use corporal punishment.

7. Avoid out-of-school suspension whenever possible (APA Task Force on Zero Tolerance report).

8. Do not try to solve problems alone if you have serious concerns about a student. Refer to your school psychologist or special education professional.

Developmental differences

Classroom management in high schools

Although positive behavior support systems are producing strong results for increased pro-social behaviors and decreased negative results in elementary schools, these systems are less often implemented in high schools.

Sometimes, high schools have tried to resolve behavioral issues by:

Repeating and restating consequences.

Increasing the averseness of consequences.

Establishing a bottom line or zero tolerance level policies.

Excluding students from the "privilege" of attending school through out-of-school suspensions and expulsions.

Offering alternative ways of completing the high school experience someplace else (e.g., alternative school, community college) (Sugai & Horner, 2002).

These frequently enforced consequences:

May lead to overly controlling environments.

Could trigger and reinforce antisocial behavior.

Can shift accountability and educational responsibility away from the school.

Can devalue student-teacher relationships.

Might weaken the link between academic and social behavior (Sugai & Horner, 2002; American Psychological Association [APA] Zero Tolerance Task Force, 2008).

When implemented in high schools, prevention-based classroom management systems:

Create and promote a positive school climate.

Enhance student commitment to school.

Teach and reward individual student social skills.

Disrupt and monitor antisocial behaviors and interactions.

Effective high school classroom management adjustments

Due to developmental differences between elementary and high school students, adaptations to classroom management strategies must be made. The following are some examples:

Allow students to be involved in the development and implementation of goals. Students will be increasingly engaged in classroom management strategies if you give them collaborative responsibility in the creation and implementation of expectations.

Teach behavior expectations as you do in elementary school; do not assume that high school students understand social expectations.

Remember: not all high school students are motivated by academic success or social success. Have students individually assist in identifying what they would find reinforcing.

Do certain classroom management systems cause problems or have unanticipated effects?

Classroom management systems may cause problematic consequences when administered incorrectly. Mistakes made in classroom management (e.g., reinforcing disruptive behavior by attending only to the inappropriate behavior and not appropriate behavior) can lead to loss of respect and cooperation on the part of students, increased misbehavior, and students' perception that the teacher is not in control of the classroom.

Do classroom management systems work for all students?

When applied correctly, effective classroom management principles can work across all subject areas and all developmental levels (Brophy, 2006). They can be expected to promote students' self-regulation, reduce the incidence of misbehavior, and increase student productivity.

What criteria should be applied to evaluate classroom management systems?

Classroom management systems should be evaluated by their ability to promote self-regulation of behavior, reduce the incidence of misbehavior and maximize student productivity. In tiered models like positive behavior support, established progress-monitoring systems help make decisions about the level of support that a student needs.

How should a student management system be set up?

The best model for establishing an individual, classroom, or school-wide system of managing student behavior is a tiered approach. Such an approach involves primary, secondary and tertiary levels of managing student behavior problems.

When should classroom management systems be started?

Research suggests that beginning-of-the-year activities are extremely important for effective classroom management systems. Within the first few days and weeks of the start of a school year an effective classroom management system should be fully in place. However, an individual program for disruptive behavior can be established at any time.

How long should classroom management systems remain in place?

Classroom management systems should be established at the beginning of the year so that expectations for students are in place early in the semester. Once they are established, classroom management systems should be applied throughout the year and across the grades so that students receive constant and consistent messages about classroom expectations, rules and procedures. This strategy will ensure positive student behavior is supported and reinforced throughout the year.

Why are classroom management systems effective in managing student behavior and learning?

Research indicates that classroom management systems are effective in managing student behavior and learning because they sustain an orderly learning environment for students, enhance students' academic skills and competencies, and further social and emotional development.

Where can I get more information?

"The Handbook of Classroom Management" (2nd ed.) edited by Emmer and Sabornie and published by Routledge in 2015 is a major resource in the field. This volume provides a comprehensive overview of issues surrounding classroom management research and practice.

Reducing Behavior Problems in the Elementary School Classroom (2008) is another useful resource, produced by the U.S. Department of Education, Institute of Education Sciences.

Who can I contact in my school for assistance?

If you work in a public school, your school psychologist is the best person to contact. He/she has training in classroom management procedures and evidence-based programs and can help you implement a tiered model of services. You can also contact your school counselor and building principal for assistance.

American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852-862.

Baer, G. G. (2015). Preventative classroom strategies. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2 nd Ed.) (pp. 15-39). New York: Taylor and Francis Group.

Bradshaw, C. (2014) Positive behavioral interventions and supports. In Slavin, R.E. (Ed.), Classroom Management & Assessment (pp. 99-104). Thousand Oaks, CA: Corwin.

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates.

Crone, D. H., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford.

Crone, D. H., Horner, R. H., & Hawken, L. S. (2004). Responding to behavior problems in schools: The behavior education program. New York: Guilford.

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 82. pp. 405-432.

Emmer, E. T. & Sabornie, E. J. (Eds.) (2015). Handbook of classroom management (2nd ed.). New York: Routledge.

Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates.

Freiberg, H. J., & Lapointe, J. M. (2006). Research-based programs for preventing and solving discipline problems. In C. Evertson and C. S. Weinstein (Eds.). Handbook of classroom management: Research, practice, and contemporary issues (pp. 735-786). Mahwah, NJ: Lawrence Erlbaum Associates.

Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.

Lewis, T. J., Mitchell, B. S., Trussell, R., & Newcommer, L. (2015). In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2 nd Ed.) (pp.40-59). New York: Taylor and Francis Group.

Robinson, S. L., & Griesemer, S. M. R. (2006) Helping individual students with problem behavior. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 787-802). Mahwah, NJ: Lawrence Erlbaum Associates.

Scott, T. M., Mclntyre, J., Liaupsin, C., Nelson, C. M., Conroy, M., & Payne, L. D. (2005). An examination of the relation between functional behavior assessment and selected intervention strategies with school-based teams. Journal Of Positive Behavior Interventions, 7, 205-215.

Sugai, G., & Simonsen, B. (2015). Supporting general classroom management: Tier 2/3 practices and systems. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2 nd Ed.). New York: Taylor and Francis Group.

Slavin, R. E. (Ed.) (2014). Classroom management & assessment. Thousand Oaks, CA: Corwin Press.

Weissberg, R. P., Kumpfer, K. L., & Seligman, M. E. P. (2003) Prevention that works for children and youth: An introduction. American Psychologist. 58. pp. 425-432.

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Teachers concerned with classroom management typically need help with two issues: preventing discipline problems and dealing with current discipline problems. Researchers have established two systems to help promote an orderly learning environment: positive behavior support, and social and emotional learning.

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Non-comprehensive list of publishers offering free distance learning resources.
Coronavirus (COVID-19) Main Web Page
Below is a non-comprehensive list of publishers offering free distance learning resources. At the URL listed, users can learn about the specific resources available as publishers continue to expand their offerings. Districts are not mandated to utilize only state-adopted instructional materials, and many classrooms utilize a network of resources. In this list below, educators and parents/guardians may discover the individual resources they want for a particular need.

Please note that this list is comprised of publishers who have offered their site information. The California Department of Education (CDE) has not reviewed these sites and resources, nor does the CDE in any way endorse or specifically recommend these resources. Users should carefully conduct their own evaluation based upon their own specific local needs and the appropriateness of the resources offered.

Capstone Publishing
Resources available during school closures.
User Name = Engaged; Password = Learning

Zearn
Distance learning for math

Questions: Curriculum Frameworks and Instructional Resources Division | Covid19@cde.ca.gov

Last Reviewed: Friday, August 20, 2021

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You've heard it a million times over: "Repetition is the key to learning."

So you apply it to teaching your students math.

Or try to.

You count from 1 to 20 at every moment, you sing songs about numbers, and you try to make addition and subtraction fun by introducing math concepts with art or action.

But while everyone else is raving about their student's math progress, you're pulling your hair out with hassles, headaches and limited results in your students understanding of math.

The truth is most teachers and parents were never taught mathematics correctly from the start. Even well-intentioned professionals were never introduced to the simple and effective techniques of teaching math in a way that allows students to gain a true understanding.

BUT! When you get it right, teaching math can be fun and rewarding.

Teachers everywhere are quickly discovering how to help struggling students learn early math, which increases their overall future academic progress! Now that's a win-win.

So, if you're not getting results from your current math approach, here's the harsh truth: you're setting your students up to fall behind at every level AND not enjoying the learning experience.

But all is not lost! This post gives you the beginning steps to spring into action and start helping your students "get" math at a whole new level.

Check out these ultra-easy methods that help students accelerate their understanding of early math.

You will also find these methods used in the MTS Math program - CLICK HERE to see more.

METHOD 1: The Power of Ten-Frames

A ten-frame is a simple graphic tool that allows students to "see" the value of numbers within the context of ten.

A single ten-frame consists of two stacked rows of five squares each that allow counters, such as dots, to be placed in each square to help identify numbers in relationship to ten.

You may be asking yourself, "Why should I use a ten-frame to teach counting?" Great question!

Look at the following examples:

Did you notice how quick you were able to total the dots in the frame? Once students are familiar with a ten-frame, they quickly recognize the displayed number instead of counting one-by-one in a random display of counters.
Ten-frames are especially helpful to understand addition and subtraction within ten.
As an example, students can quickly see that when the number eight is represented on a ten-frame, two squares are empty; therefore, two more are needed to reach ten.

Helpful tips to teach counting:

Before you begin counting with ten-frames, it is important to introduce the framework to students first.

Be sure to use worksheets that introduce ten-frames as a foundational teaching tool to help students associate units within groups of ten - Check out the MTS Math Program.

Download the FREE MTS Single Ten-Frame Template and Double Ten-Frame Template to use with physical counters like blocks, flowers, raisins or other fun items.

Using ten-frames helps students gain critical insights of associative number sense using numbers one to ten.

** Special Note: There is a hidden danger in teaching numbers beyond the base ten initially. Students tend to extend their learning capacity beyond true understanding (often in hopes to perform for parents and teachers), however, this relies upon non-creative reserves and detours the learning process.

So for starters, let's help your students understand and use the ten-frame method as a point of reference and teach them the basic blocks of counting.

METHOD 2: It's Time to "Place Value" on Place Value

This should come as no surprise to you, but maybe it will: preschool and kindergarten students are desperate for fun and rewarding learning experiences in math.

The tragedy is: studies show that using traditional methods of teaching math are just not getting the job done at today's academic standards!

Curious why?

Well, in the Is Number Sense Your Missing Math Link? post, we talked about how number sense can bridge the learning gap and help connect your students to the real fountain of understanding number relationships.

Then we covered ten-frames - the first method used by teachers and parents as the primary structure to ignite their struggling students progress and change the direction of their entire academic future.

So what's the next golden ticket to helping your students?

Let's get right to it.

Place value is the numerical value that a digit has in relation to its position in a number. And why is that important...?

Well, students who miss, skip or delay the understanding of place value can find themselves hitting major sticking points along their mathematical journey and are more likely to struggle in grasping more advanced concepts.

Place value is the gateway for students to understand large number values, which determines their forward progress in understanding addition, subtraction, division, and multiplication.

So, what's the difference between a student that understands place value and one that does not?

A common problem that students face is recognizing a multiple digit number as the combination of separate individual numbers.

Here's an example:

Students who do not understand place value often compute:

Students who understand place value often compute:

And not only will they misunderstand multiple digit numbers but they will not grasp the logic to compose and decompose numbers.

What are students left with in this case? Yes, you guessed it!

Traditional rote memorization which restricts their growth potential and corners them in a win-lose situation (win the battle but lose the war).

** Special note: teaching place value is most effective when spread out like a net over your entire preschool and kindergarten math materials. Attempting to cover the concept of place value in one lesson or series of lessons may prove to be overwhelming for students unless paired with practical, ongoing review and application.

Start exploring place value with the following FREE MTS place value worksheet.

Next, we will look at the last method used to help struggling students dash to the finish line of mathematics with smiles on their faces (and you too).

METHOD 3: Compose and Decompose Numbers - "Does" verse "Is"

This is the the last of three simple yet powerful teaching tools that teachers and parents are using to help their students turn the corner to finally understanding math basics.

Welcome to composing and decomposing numbers.

In short, composing and decomposing numbers is the breakdown and building up of numbers.

But is there more to it than that?

Absolutely!

However, the "more" is not found in what composing and decomposing "IS" but instead what it "DOES" for students on the path to learning math.

First, here's a quick example to see composing and decomposing in action:

Start with a base number through the eyes of place value.

In other words, compose or build 257 this way:

And decomposing is just the opposite. Break apart 257 like this:

Simple, right?!

That's what students say too when they begin to understand this fundamental construction of number logic - it just makes "total" sense (pun intended).

So now we know what composing and decomposing number looks likes but what it does for students (and teachers too) is even more impressive.

Traditional rote memorization relies on using a student's creative reserves to store formulas, computations, and logic.

And while learning does involve base forms of memorization, teaching math with a constructive understanding frees students to:

Solve problems they have never seen before.

Build a mathematical confidence by approaching computations through a flexible process of creative logic.

Reduce the stress and time associated with rote memorization.

Develop a mathematical thinking and reasoning library to create their own formulas and solution pathways.

Wow!

When it comes to composing and decomposing numbers, "Does" verse "Is" takes on a whole new light now.

Okay, it's time for you to jump in and use these powerful tools to help your students learn, grow and have fun with math.

Here are two easy worksheets you can download right away to get started.

And the great news is that due to popular demand, we decided to provide a practical Preschool and Kindergarten Math Program that uses number sense methods. Check out the MTS Math Program and download FREE sample lessons from the program.

The MTS Math Program is built on the foundation of number sense and includes all three of these methods for teaching students math and much more!

Click here to view the details on the MTS Preschool and Kindergarten Math Curriculum.

Equipping happy teachers all over the world,
MyTeachingStation.com

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3 Powerful Methods to Help Young Students Excel at Math

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You've heard it a million times over: "Repetition is the key to learning." So you apply it to teaching your students math. Or try to. You count from 1 to 20 at every moment, you sing songs about numbers, and you try to make addition and subtraction fun by introducing math concepts with art or action.

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I do not know why that is the chosen picture for this website, but it is lesson plans for algebra.

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Math Lesson Plans & Worksheets | Lesson Planet

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Math lesson plans and worksheets from thousands of teacher-reviewed resources to help you inspire students learning.

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Feedback can be a difficult business. When it is used in the right way, it can be one of the most effective strategies to improve learning, according to The Sutton Trust. But research also suggests that, if handled badly, it can do more harm than good.

We all want our feedback to be encouraging and constructive, yet it can be misinterpreted as judgement and criticism. So how you save yourself - and your students - from potentially damaging comments?

When a student has repeatedly struggled, it is tempting - and natural - to want to heap lots of praise on them when they achieve some level of success, no matter how small it is. But this can actually do more harm than good. For starters, insincere praise is easy to detect and can be massively off-putting. What's more, too much praise can convey a sense of low expectation and, as a result, can be demotivating.

Teenagers care a lot about what their peers think of them. Constructive feedback given in front of others, even if it is well-intended, can be read as a public attack on them and their ability. This can lead to students developing a fear of failure and putting up a front.

One way to overcome this is what author Doug Lemov calls private individual correction. This limits the attention drawn to the feedback while getting the message across clearly. This is similar to the technique he calls the whisper correction - the feedback technically takes place in public, but the pitch and tone of voice is designed to be heard only by the individual receiving it.

It is far better to focus your feedback on a student's individual development and improvement rather than comparing them to their classmates (or anyone else, for that matter). A recent study found that being positively compared to others can lead to narcissistic behaviour. This sort of comparison can also reduce motivation and result in lower confidence, emotional control, academic performance and increased anxiety.

When we say something is "good", we often assume that people will know exactly what about it was good. This is not always the case - especially when you're talking to teenagers, who, as a result of their brain restructuring, can find it harder to understand other people's perspectives and thought processes. The more detailed and specific your feedback is, the better, to remove any ambiguity. Rather than "good work", say "The way you did X was really good."

Praising effort instead of intelligence increases intrinsic motivation and provides a template for students to follow next time. Researchers have found that the type of praise children receive drives the type of feedback they seek out themselves. In this study, 86% of children who had been praised for their natural ability asked for information about how their peers did on the same task. Only 23% of children who had been praised for effort asked for this type of feedback, with the vast majority of them asking for feedback about how they could do better.

The problem with closed questions - "Were you nervous before the exam?" - is that if the answer is no, the conversation can grind to a halt. You may find out that the student wasn't nervous, but you won't find out what they were actually feeling (sad, angry, not bothered, tired and so on). Open questions - "How were you feeling in the morning of the exam?" - encourage pupils to tell their stories and develop ownership of the situation.

But you should aim for a combination of open and closed questions in your feedback, along with statements. Closed statements are useful for conveying key information and keeping the conversation focused.

This is one of the key points from the What Makes Great Teaching report. Any feedback that doesn't lead to a change in behaviour change is redundant - there must be a point to it. What do you want them to do differently? What are they going to do after the conversation to improve? The more detailed and specific the action points, the better.
Follow us on Twitter via @GuardianTeach. Join the Guardian Teacher Network for lesson resources, comment and job opportunities, direct to your inbox

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Seven ways to give better feedback to your students

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Feedback can be a difficult business. When it is used in the right way, it can be one of the most effective strategies to improve learning, according to The Sutton Trust. But research also suggests that, if handled badly, it can do more harm than good.

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School Seating Planner & Behavior Management Software: Class Charts

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Class Charts is super fast behavior management software, creating school seating plans in seconds. Link our behavior & seating plan software with SIMS, Powerschool & more

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Whether you call it constructive criticism or feedback, the words you use, the information you present, and the errors you point out to students, will be subject to their interpretation more than yours. Therefore, it is important to find ways to help your students receive and manage feedback, which will not only benefit them but will also help keep the lines of communication open between you and your class. However, it would help if they understood the meaning of constructive criticism or feedback.

During the first day or week of school set aside time to discuss constructive criticism or feedback. Depending on the level you teach, many students may not understand or even have heard of "constructive criticism", especially if at home no such animal exists. The word construction as it relates to building houses could be used as a starting point, with constructive building up people.

Teach the concept as a mini-lesson which should take no more than 30 minutes. The time used on teaching students the difference between constructive criticism and its opposite, destructive criticism (insults), will be more than made up later when your students learn from the constructive feedback you give them.

Practice turning negative comments into constructive comments. Of course, modeling constructive criticism for the class will also be helpful. By sharing a few of the examples from the media or other sources, students can easily see and hear destructive criticism. You can instead show students how to turn some of that into constructive criticism which is meant to be helpful. This can be also be done by pointing out some not-so-rare negative classroom comments and then changing them to more constructive comments.

For example, take this imaginary insult: "The answer wasn't even close." Instead, a person could respond and be helpful: "Did you hear the question correctly? I am wondering what other thoughts you might have on the subject." Both are much more constructive, and the student can more effectively manage the criticism.

Teach students that constructive criticism is not to be taken personally and it can be separated more positively. Since most students will hear more destructive than constructive criticism in their life, they will need to learn not to take it personally and separate the two. Constructive criticism, more personal, is meant to help them with something they may have control over and can change. It is not meant to hurt them personally, which is usually what destructive criticism tries to do.

Give students a scenario in which they receive constructive feedback. For example, say: "I know you are capable of doing better." Explain to students that the comment is constructive because they are in control and can do better, especially when the teacher knows he or she is more capable of doing so.

Another way students can manage constructive criticism is by giving them real-life examples of other people who have used it and managed it successfully. Many athletes, entertainers, historical figures and others have been criticized constructively and otherwise, and have used the criticism as motivation to reflect on their faults, mistakes, or shortcomings. Following this reflection, they set new goals, practiced harder, or made other changes in their life to overcome problems they may have faced.

For example, the author of the Harry Potter books, J.K. Rowling, received criticism suggesting that kids were no longer interested in books with wizards. She could have changed the subject of her books, but she overcame the criticism and became a successful author read by millions and millions of people.

The final way to help students manage constructive criticism is, for you as a teacher, get in the habit of using constructive criticism. Sometimes there is a fine line between helping and hurting a student when you need to be critical of their work.

In addition, and when appropriate, encourage your students to use constructive criticism with their classmates, especially during times students work cooperatively. This environment becomes ripe for some give and take, understanding, respect, and a healthy camaraderie that will be valuable and beneficial throughout the students' school years and beyond.

How have you best handled constructive criticism in your classroom?

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5 Ways to Help Your Students Manage Constructive Criticism

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Whether you call it constructive criticism or feedback, the words you use, the information you present, and the errors you point out to students, will be subject to their interpretation more than yours.

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Modernize workflows with Zoom's trusted collaboration tools: including video meetings, team chat, VoIP phone, webinars, whiteboard, contact center, and events.

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Many of us are having to move teaching quickly online ( tips here if you are still setting up your course). Once you have your technology in place, take a deep breath. Teaching online requires different types of interactions with students. We've simplified what works into nine strategies based on research that will help set you and your students up for success in your newly online course.

1. Know the technology

This is new to everyone, so be prepared to troubleshoot and let your students know you are working on it. Take an hour to familiarize yourself with the technology. Most companies are offering additional training right now.

Be very clear to students about where they should go for technical support (good digital technologies will have support services). Make the contact information readily available, and be prepared to direct students there if they come to you.

2. Expect the unexpected and remain flexible

At some point technology will fail, whether it is a video chat not connecting or assignment and/or resource links not working properly.

Have a backup plan for all assignments and assessments that rely on technology.

Be transparent in your communication to students about technology failure. For example, put a policy in place that outlines the actions students should take if they are unable to submit assignments due to technical issues.

Don't be afraid to solve technical challenges in real time, such as during synchronous discussions or collaborative real-time activities, to save time.

3. Create and maintain a strong presence

Send a message to all students, by video if possible, to welcome them to online learning and reassure them.

Use video chat rather than basic instant message when interacting with students.

Get the students talking by beginning discussions in the discussion board, and then contributing rapid, regular, and open responses to questions.

Use non-verbal communication such as emojis.

Complete your profile with professional and personal traits.

4. Set clear expectations for the course

Online learning is new to the students as well. Make it clear to students how their grade in the course will be determined now (participation often makes up a much larger portion of the grade than in face to face classes).

Set expectations for response time. For example, make it clear that you will respond to emails within one business day, otherwise students may expect you to answer an email within a few hours, and disengage if you don't.

Share resources for students on how to be an online learner. We have one from college students and from professors.

5. Establish a sense of comfort and develop a community of learners

Students are looking to you to set the tone. Demonstrate enthusiasm and excitement about teaching the course to alleviate fear, anxiety, and isolation.

Humanize yourself by posting a welcome video, a biography, photos that tell stories about what you are doing to keep busy during social isolation, links to news articles or video clips.

Encourage each student to personalize their homepage and spend time going around the class asking students to share information about what they have posted.

Incorporate instant messaging, web cameras, blogs and vlogs.

Ask questions that empower participants to question each other, and elicit rich discussion.

Respond to the community as a whole rather than directing all responses to individual participants outside of the community.

6. Promote reflection and communication through quality asynchronous discussion

Return to posted topics that have not been fully discussed and promote contribution and reflection.

Monitor participation and contact students individually if they are either not participating, or are taking over conversations and not permitting contributions from other individuals.

7. Have a good balance of active leader and active observer

You will begin the course as the manager of the learning community. As the course progresses, slowly transfer the responsibility to the community of learners. The online community building steps in point 4 will help with this. You should also gradually retract further out of communal discussions.

8. Request regular feedback and be mindful of misinterpretation

Check in with your students to see how things are going. You can do formal or informal surveys to assess attitudes, workload and challenges. Make course correction as necessary - we're all learning.

Use ad hoc quizzes to assess learner comprehension of material.

9. Regularly check content resources and applications

Regularly check all links, resources, modules, and activities. Online content can move or change, which can lead to disengagement.

Assist students who are having difficulty navigating course links or managing the material spanning across various web pages.

Model the process of navigating to websites that are not embedded in the course, and demonstrate how to appropriately manage keeping track of navigation when jumping from site to site.

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9 strategies for effective online teaching

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Many of us are having to move teaching quickly online ( tips here if you are still setting up your course). Once you have your technology in place, take a deep breath. Teaching online requires different types of interactions with students.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Apply to college with Common App | Your future starts here

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Each year, the Common App goes offline to prepare for the launch of the new application. The 2021-2022 application will launch on August 1, 2021.

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College Board - SAT, AP, College Search and Admission Tools

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College Board is a non-profit organization that clears a path for all students to own their future through the AP Program, SAT Suite, BigFuture, and more.

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Problems of the Week - National Council of Teachers of Mathematics

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Math Games, Math Worksheets and Practice Quizzes

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Math games online that practice math skills using fun interactive content. Over 1000 free skill testing apps and games - tablet and chromebook friendly.

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K-12 Dive provides news and analysis for leaders in k-12 education. We cover topics like classroom tech, policy, school systems, personalized learning, and more.

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Keep everything in the same place-even if your team isn't.

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Trello boards keep tasks organized and work moving forward. In a glance, see everything from "things to do" to "aww yeah, we did it!"

Lists

The different stages of a task. Start as simple as To Do, Doing or Done-or build a workflow custom fit to your team's needs. There's no wrong way to Trello.

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Cards represent tasks and ideas and hold all the information to get the job done. As you make progress, move cards across lists to show their status.

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Make the impossible, possible with Trello. The ultimate teamwork project management tool. Start up a board in seconds, automate tedious tasks, and collaborate anywhere, even on mobile.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Teachers determine exactly what skills the students will practice for initial mastery. Further customize your experience under Settings to enable and disable features, rewards, goals, skips, exams, games and offline settings.

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Get More Math! Spiral Math Review and Practice - Get More Math!

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Teachers determine exactly what skills the students will practice for initial mastery. Further customize your experience under Settings to enable and disable features, rewards, goals, skips, exams, games and offline settings.

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See relevant content for Commoncirriculum.com

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Use as Guest - ClassPad.net
ClassPad allows you to discover the relationships between equations and graphs by displaying both at the same time plus you can switch between vertical and horizontal views so you can see long formulas on a single line.

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CASIO ClassPad.net enables you to do various mathematic calculations and create a variety of graphs and geometries with intuitive and simple operation - and share your mathematical contents with others around the world !

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https://www.mathspad.co.uk/i2/construct.php
Mathspad is an online resource for learning how to use a compass and protactor and can be used online if a student would not have the tools to use them.

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https://phet.colorado.edu/
Phet provides fun, free, interactive, research-based science and mathematics simulations.

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Over 1.1 billion simulations delivered

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Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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https://www.onlinemathlearning.com/math-worksheets.html
This website provides an enumerous amount of mathematics worksheets and quizzes for inspiration in the structure of assignments.

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Our directory of Free Online Math Worksheets and Math Quizzes available on the Internet. They include Algebra Math Worksheets, Geometry Math Worksheets, Multiplication Math Worksheets, Division Math Worksheets, Measurement Math Worksheets, Fraction Math Worksheets, Decimals Math Worksheets, Integers Math Worksheets, Statistics Math Worksheets, Probability Math Worksheets and Trigonometry Worksheets. We categorize and review the worksheets listed here to help you find the math worksheets problems that you are looking for.

Interactive Math Worksheet According to Topics

Whole Numbers

The following are some pre-configured links to our online interactive worksheets according to topics. Some of the worksheets are dynamically generated which means that you will be given a different set each time to practice. They are marked online, giving you immediate feedback. The topics are sub-divided and arranged in an approximate order of difficulty.

Numbers Worksheets

Addition Worksheets

Subtraction Worksheets

Addition & Subtraction Worksheets

Multiplication Worksheets

Division Worksheets

Order of Operations Worksheets (PEMDAS, BEDMAS)

Money Worksheets

Counting Money

Counting Nickels &
Pennies

Counting Dimes, Nickels & Pennies

Counting Quarters Dimes, Nickels & Pennies

1 Dollar, Quarters Dimes, Nickels & Pennies

5 Dollars, 1 Dollar, Quarters Dimes, Nickels & Pennies

10 Dollars, 5 Dollars, 1 Dollar, Quarters, ... & Pennies

Specify your own conditions for counting money

Printable Money Worksheets

Mega Money Grids (UK)

Choose the coin you want to go up to. Create the worksheet and print. The idea is to add up the coins in each row and column.

Coin Worksheets

Generates random coin addition worksheets in Euro, Pounds, US and Australian Dollars. Various combinations of penny, cent, pound or dollar coins can be employed and the worksheets are different each time.

Coin Cards

Print small coins cards for matching, grouping and other activities. Choose between Euro, old UK coin designs, new UK coin designs, Australian coins and US coins.

Coin Fans

Print coins fans with US Dollars, UK coins - both old and new designs, Australian Dollars and International Euro designs.

Fraction Worksheets

Ratio Worksheets

Integer Worksheets

Exponent Worksheets

Decimal Worksheets

Measurement Worksheets

Percent Worksheets

Time Worksheets

Algebra Worksheets

Slope and Intercept Worksheets

Number Patterns and Sequences (Find the nth term)

Geometry Worksheets

Trigonometry Worksheets

Statistics Worksheets

Probability Worksheets

Complex Number Worksheets

Mental Math Worksheets

Sites For Online Math Worksheets

Fill in your answers online and get your worksheet corrected immediately.

Sites For Printable Math Worksheets

Some of the following sites have math worksheets generators while others may have ready-made worksheets.

Rotate to landscape screen format on a mobile phone or small tablet to use the Mathway widget, a free math problem solver that answers your questions with step-by-step explanations.

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.

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Free Online Math Worksheets with Solutions

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A compilation of free math worksheets categorized by topics. Some worksheets are dynamically generated to give you a different set to practice each time.

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https://corbettmaths.com/
This resource provides math videos with associated math practice questions and worksheets.

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Welcome to Corbettmaths! Home to 1000's of maths resources: Videos, Worksheets, 5-a-day, Revision Cards and much more.

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https://emathinstruction.com/
This site provides e-textbooks, video lessons, and printables for topics include algebra 1 and 2, geometry, and trigonometry.

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FREE Lesson Plans, Homework Sets, and Videos

eMATHinstruction makes teaching math a whole lot easier and learning math a whole lot more fun. We provide FREE lesson plans, videos and homework sets for middle and high school mathematics courses. Our standards-aligned, scaffolded curricula are easy to use, and save teachers time and energy. Premium content - including answer keys, assessments, and more - is available through a paid yearly membership. We provide high quality materials, so teachers have time to focus on creative activities and individualized student support. Our fun and engaging videos provide reinforcement or instruction when synchronous learning is not possible.

Easy to follow... great pacing. I've already had students who have missed a class come in the following day to say they watched the video for that days missed lesson and are all caught up. Priceless!
Richard Glasheen, Three Villages Central School District

Even my accelerated kids find the material challenging, but engaging and fun. I feel they have learned so much in a short amount of time.
Shelley Gately, Algebra Teacher, LeRoy High School

Nice job! I'm 15 years in and have never seen such a well done curriculum.
Brett Widman, West Seneca Middle School

Thank you for providing a high quality, comprehensive curriculum that stretched even my strongest students. I attribute the problems within your program which I presented daily to their development of those critical (yet often elusive!) modeling and reasoning skills.
Molly Bordenkircher, River View Junior High School

The attractive parts of emathinstruction.com are the CCSS compliance, the well thought out and coordinated lesson progression, and the ease of use for teacher and students. We have not seen a program that matches it in any of its components, let alone all three.
Sean O'Rourke, Rosemont Middle School

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FREE Lesson Plans, Homework Sets, and Videos eMATHinstruction makes teaching math a whole lot easier and learning math a whole lot more fun. We provide FREE lesson plans, videos and homework sets for middle and high school mathematics courses. Our standards-aligned, scaffolded curricula are easy to use, and save teachers time and energy.

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https://illustrativemathematics.org/math-curriculum/6-8-math/
This website provides math tasks, videos, lesson plans, and problem-based curriculum modules.

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IM 6-8 Math™ certified
by Illustrative Mathematics®

Meets all expectations in all three EdReports Gateways

Learn more about IM 6-8 Math™ v.III and IM 9-12 Math™ v.I with this in-depth look at our 6-12 curriculum. Examine the structure of a lesson through the lens of the design features of the curriculum and with a focus on the philosophy and instructional shifts. Learn about the resources available around student understanding, discourse, planning, assessment, and access for each student.

Ready to get started with IM 6-8 Math™ ?

IM 6-8 Math DESIGN FEATURES

A coherent progression of learning

IM K-12 Math™ is fully aligned to the focus, rigor, and coherence of the standards, and has been given the stamp of approval by EdReports, earning perfect scores in the areas of Focus & Coherence and Rigor & Mathematical Practices. The scope and sequence of units, activities, and representations are designed to help students develop a deep understanding of mathematical concepts, build fluency with procedures, and solve mathematical problems that reflect their lived experiences.

Academic language development

Math vocabulary is developed through the process of actively exploring and learning mathematics. Students make sense of mathematical concepts using informal language before academic terms are introduced. Embedded within the curriculum are Mathematical Language Routines to support academic language development for all learners. These routines also provide opportunities for English Learners to engage in the specialized academic language demands of reading, writing, speaking, listening, conversing, and representing in math.

Culturally responsive pedagogy

Materials are designed to affirm students as they build positive mathematical identities. Units and lessons begin by inviting students to use their prior mathematical knowledge, funds of knowledge, language, and culture to make sense of new mathematical concepts. Activities offer collaborative learning opportunities and instructional routines that center student thinking and encourage students to bring their whole selves to math class. Grades K-5 courses (and coming soon to 6-12 courses) include problem-solving contexts that positively reflect ethnically diverse cultures and support the implementation of culturally relevant and responsive pedagogy.

Teacher learning

Units and lessons include narratives that describe the mathematical work that will unfold, and activities and lessons include a synthesis that assists the teacher with ways to help students incorporate new insights gained into their big-picture understanding. Formative assessments help create clear pathways to address student outcomes. Teacher-facing materials support teachers to develop, refine, and reflect on instructional practices.

IM 6-8 Math Accelerated Certified by IM

The IM Accelerated Difference

A Condensed and Comprehensive Two-year Pathway That Addresses all Standards

IM 6-8 Math Accelerated, a compressed version of IM 6-8 Math, is a thoughtful alternative to conventional accelerated programs because its design eliminates the possibility for unfinished learning as students arrive at Algebra 1. It includes all of the standards in IM 6-8 Math and compacts them into a two-year curriculum meant to be covered during grades 6 and 7. The pace is faster than IM 6-8 Math, but no crucial mathematical concepts are left-out.

See also Guidance for Accelerating Students in Mathematics and FAQs for IM 6-8 Math Accelerated

Successfully Used in Over 200 Districts with Over 300,000 Students.

The IM 6-8 Math certified curriculum is rigorous, problem-based, and fully aligned to the standards, with coherence across grade bands.

The curriculum is available in both print and digital versions. IM 6-8 Math is highly rated by EdReports for meeting all expectations across all three review gateways. Read the full analysis for Kendall Hunt and Imagine Learning .

Ready to Get Started with the IM Certified Experience?

Already using IM, but want to learn more?

IM 6-8 MATH FEATURED CONTENT

Featured IM 6-8 Math Blog Posts

In this series of blog posts, the first of which is available here, we're exploring how, in order to be successful in a problem-based classroom, students have to shift their thinking about what being a good math student looks and sounds like.

In my role at IM, working with teachers and administrators, I am asked to help with the challenges of implementing an IM curriculum. We are often asked, "How can I differentiate instruction while using this curriculum?" or "What resources does IM offer to support differentiation?"

How can educators act on these beliefs, in teaching and learning with IM 6-12 Math™, to craft learning communities and experiences in which each learner knows, uses, and enjoys mathematics?

All students can be successful in mathematics . For most mathematics educators, we lean into this. We believe that all students can learn mathematics, that they can be successful. However, as we focus our lens on the word all , what do we see?

Math teachers can talk all day about math! We get super excited when we encounter someone else who enjoys these conversations as well.

But too many of our students don't get to experience that joyful discourse, which limits their understanding of and positive experiences with math.

Our district had seen a downhill trend in standardized test scores in mathematics. This forced us, as educators, to take an intentional look at our teaching practices.

IM Certified® IM Professional Learning™

IM Professional Learning for mathematics is deeply integrated with the curriculum. The program provides teachers and leaders long-term, sustainable support for developing, refining, and reflecting on instructional practices.

Our partners provide the ideal experience with our curriculum.

IM Certified Partners share our commitment to providing the IM Certified Curriculum to all teachers and students as it is meant to be experienced, in the format they need to ensure success.

CHOOSE AN IM CERTIFIED PARTNER

Fill out this form, and an IM Certified Partner will contact you to discuss your options for accessing IM 6-8 Math.

An Expert-Authored Curriculum

We're Dedicated to Teacher and Student Success

Our curricula are designed by respected thought leaders who share IM's goal
to create a world where learners know, use, and enjoy mathematics.

CEO and Cofounder

Bill McCallum has dedicated his life to helping teachers, educators, mathematicians, and policymakers show fidelity to both mathematical coherence and student learning.

He is an Emeritus Distinguished Professor of Mathematics at The University of Arizona, where he researches number theory and arithmetical algebraic geometry, authors textbooks, and advises researchers and policymakers. Bill's work as a lead writer of the Common Core State Standards in Mathematics earned him the Award for Distinguished Public Service from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America.

As CEO and cofounder of Illustrative Mathematics, Bill chairs the organization's board of directors, helping craft IM's strategic direction and contributing to the curricula. He also represents IM to funders, at speaking events, and in workshops.

President and Cofounder

Kristin Umland believes that by coordinating the expertise of teachers, mathematicians, mathematics educators, and business professionals, we can help all students realize their mathematical potential.

Before joining the IM team, she was an associate professor in the Department of Mathematics and Statistics at the University of New Mexico (UNM). After joining UNM with a PhD in Mathematics, she carried out research in mathematics education, taught pre-service and in-service elementary and secondary teachers, and conducted education outreach at the local, state, and national level. A recipient of both the Louise Hay Award and the AMS Impact Award, Kristin's goal has always been to improve the mathematical and pedagogical quality of children's learning experiences.

6-12 Curriculum Lead Author

Kate is a writer, teacher, and curriculum designer. After a successful eight years teaching high school mathematics and writing the popular blog f(t), she transitioned into a career in curriculum design.

Kate was the instructional lead author of the IM 6-8 and IM geometry, algebra 1, and algebra 2 curricula, and loves leading teams to create products that help teachers and students know, use, and enjoy mathematics.

Grade 6 Lead, IM 6-8 Math v.III

Yenche is passionate about learning and helping others learn. Her adventures in mathematics education began in Philadelphia, where she taught high school students as a member of Teach For America and later served as a founding teacher of Science Leadership Academy.

Since then, she has strived to create meaningful learning experiences-in mathematics and beyond-as a curriculum designer, leader of professional learning communities, academic director, and consultant to schools and non-profit organizations.

Yenche served as the lead author of the grade 6 course in the IM 6-8 curriculum, the lead for Algebra 1 in the IM 9-12 curriculum, and a writer for the IM K-5 curriculum.

Yenche holds a BA in Architecture from Washington University in Saint Louis, an MArch from Harvard Design School, and an MS in Education from the University of Pennsylvania.

Grade 7 Lead, IM 6-8 Math v.III

Michelle is motivated by a desire to help teachers enjoy teaching, help students enjoy learning, and build everyone's sense of self-efficacy.

A middle school math teacher since 2007, Michelle holds an MEd in Curriculum & Supervision from Pennsylvania State University. She received the Huntsman Award for Excellence in Education in 2013.

Michelle was the lead author for grade 7 of the Illustrative Mathematics 6-8 math curriculum.

Grade 8 Lead, IM 6-8 Math v.III

Ashli is inspired by doing math with other teachers, discussing classroom practice, and reading what research tells us about how to best support student learning. She began her education career as a high school teacher in Washington State. She is a national board certified teacher and an alumna of the Park City Mathematics Institute.

Ashli was the lead writer of the grade 8 and Algebra 2 IM curricula.

6-12 Writer

Max Ray-Riek is IM's senior director of teacher professional learning and a contributing writer for the IM high school curriculum. Max is a former secondary mathematics teacher and previously worked for The Math Forum, focusing on fostering problem-solving and making student thinking the center of math class. He is the lead author of Powerful Problem Solving: Activities for Sense Making with the Math Practices.

Max values each student's ideas and works to help students see themselves as people who can listen, connect, and act mathematically. He finds the art and discipline of teaching to be the hardest, most rewarding, and most important work in the world.

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Preview the curriculum for our 6-8 math program. Our program meets or exceeds expectations for all three EdReports Gateways.

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https://www.popplet.com/
Much like the others popplet is a website for creating collaborative presentations, though it also uses web structures to map everything out instead of the others classical shelf or timeline methods.

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Important — Popplet.com service is ending July 1, 2026. Please read the official announcement here,and visit our new site Superstructures.io.

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https://www.howtostudy.org/index.php
This website offers a wide variety of helpful study skills and resources for students of any grade level, organized by the process of studying and by subject.

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How to Study Model

How to write a Review

Be the first from your college to be published. All you have to do is choose a resource and click Write Review to tell other students what was helpful. To see how this works, try it out here.

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Be the first from your college to be published. All you have to do is choose a resource and click Write Review to tell other students what was helpful. To see how this works, try it out here.

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https://doubleroot.in/cheat-sheets/
These reference sheets could help a student who is in need of reference material to how a certain function might operate or how to apply some knowledge.

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This section contains high school math cheat sheets covering algebra, trigonometry, coordinate geometry and calculus. Each cheat sheet covers the summary of concepts and the most important formulas related to the particular chapter in a single page.

Currently there are 33 cheat sheets in total, with more to be added soon. Download them all!

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This section contains high school math cheat sheets covering algebra, trigonometry, coordinate geometry and calculus. Each cheat sheet covers the summary of concepts and the most important formulas related to the particular chapter in a single page. Currently there are 33 cheat sheets in total, with more to be added soon.

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https://www.matematica.pt/en/useful/math-formulas.php
This is a reference sheet for mathematics formulas if a student would forget them and needs to refer back to a reputable website for a certain formula.

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Here you can find a summary of the main formulas you need to know. This list was not organized by years of schooling but thematically. Just choose one of the topics and you will be able to view the formulas related to this subject. This is not an exhaustive list, ie it's not here all math formulas that are used in mathematics class, only those that were considered most important.

If you do not find a formula and you consider it important to be included, please send us an email using the page Contact with your suggestion. We will try to include it as soon as possible. In the event that you detect any error in our math formulas, do not hesitate to contact us!

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Here you can find a summary of the main formulas you need to know. This list was not organized by years of schooling but thematically. Just choose one of the topics and you will be able to view the formulas related to this subject.

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https://www.mathway.com/
For a detailed explanation of methods in which to solve a problem for checking if a problem was done correctly.

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Free math problem solver answers your algebra homework questions with step-by-step explanations.

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https://www.calculator.net/math-calculator.html
This calculator website has a lot more to offer like combinatorics and statistics.

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This is a free online math calculator together with a variety of other free math calculators that compute standard deviation, percentage, fractions, and time, along with hundreds of other calculators addressing finance, fitness, health, and more.

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https://docs.google.com/document/d/1OIZg_iqYe103VIz4FnK0oTb5IopCWfOG7M0RT-rifWw/edit?usp=sharing

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https://www.in.gov/doe/students/indiana-academic-standards/mathematics/
These are the general mathematics standards within the state of Indiana that are to be taught to each respective grade.

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The Indiana Academic Standards for Mathematics contained in the tables below consist of domains that vary per grade level and course. The skills listed in each domain indicate what students should know and be able to do in Mathematics at each grade level or course. The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content, and the ways in which students should synthesize and apply mathematical skills.

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The Indiana Academic Standards for Mathematics contained in the tables below consist of domains that vary per grade level and course. The skills listed in each domain indicate what students should know and be able to do in Mathematics at each grade level or course.

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https://mathigon.org/applications
These are actual uses of mathematics within the real world and how it is used within everyday life.

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Learn about the countless hidden uses and applications which mathematics has in everyday life: From weather prediction to medicine, video games and music…

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https://www.rasmussen.edu/student-experience/college-life/jobs-that-use-math/
These are jobs that use mathematics for any student that asks how they can apply mathematics.

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7 Jobs that Use Math: Finding the Formula for Your Future | Rasmussen College

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You're a numbers person. So how can you leverage that in your future career? Learn more about 7 jobs that use math, and identify where you can put your skills to use!

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https://jeopardylabs.com/play/high-school-math-jeopardy
If a free day were to come about where I would be able to teach whatever I would like this is a Jeopardy board that I can alter as needed and play with the class.

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What is the perimeter of a square that has an area of 25?, What is the area of a circle in which a 3 by 4 rectangle is inscribed?, At a certain time of day, a 25-foot telephone pole casts a 10-foot shadow.

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https://www.idtech.com/blog/ways-to-make-math-more-fun-engaging
These are a list of possible ideas for more interactive learning given a certain topic.

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If math is your student's least favorite subject, everything from classes to homework to studying for quizzes and tests can be like pulling teeth.

But with an extra dose of creativity and fun, dread can turn to delight!

Like any challenging (and important) skill, mastering key math concepts takes practice; unfortunately, that can often look like a worksheet or some other list of tasks that feels more like a mental laundry list than a puzzle kids would be eager to solve.

This genre of practice can be necessary, don't get me wrong, but if you could use a little help in giving math practice a makeover, we'll need to step outside that box. The good news is: making math fun to learn for kids isn't a mystery, and these ideas are simple to implement at home with elementary, middle, or high school students.

Here are 25 fun activities that will spice up your child's learning routine and can help build community in the classroom, plus students will reap the benefits of "gamified" learning: increased motivation, engagement, and pure enjoyment of learning just for the sake of it.

More good news: reluctant and enthusiastic mathematicians alike will get a kick out of gamified learning. Take a look with your student, and pick out a few to try this week at home, in math club, and among friends.

Fun Math Activities for Elementary and Middle School Students

1. Play Math Tic-Tac-Toe

This handy resource adapts the classic Tic-Tac-Toe game for a range of skills and grade levels. Best for elementary and middle school students, this activity can be a quick brain break or an all-out challenge with a prize at stake.

2. Try the Exponent Battle Card Game

As the website cleverly describes this game, it " raises math fun to a higher power "! Kids will enjoy playing against parents, siblings, or friends, and they'll have an extra incentive to master the exponents they'll need for science and math class.

3. Explore math with Minecraft

Yes, you read that correctly! Minecraft has an incredible math educator's guide that's guaranteed to intrigue young gamers who could use an extra incentive to bolster their math skills. Learn more about the incredible educational applications of Minecraft.

4. Tackle Fantasy Football Equations

Though football season may be over, this activity is a creative one to stash away for the next draft. Algebraic equations can be challenging for many middle school students, and this sporting twist will not only make the practice more bearable, kids will get to see the (sometimes elusive) real-world application of what they're learning.

And here is an expert tutorial if your student could use some extra help solving for x.

5. Roll Into a Subtraction Dice Game

This foundational skill becomes a lot more enjoyable in game form, and students will strengthen their mental math muscles as they play.

6. Slice Some Sandwich Fractions

Ideal for lunch time, kids will be extra-motivated to master proportions and fractions. Converting fractions into decimals, or vice versa? These tutorials will help your student convert the numbers in a trice.

7. Play Math Jeopardy

From averages to exponents to algebra, these pre-designed Jeopardy games will elevate study time and make review something to look forward to. Kids can compete with siblings or virtually with friends!

8. Pull Off an Order of Operations Heist

To crack the safe in this online game, students must correctly use the order of operations. Kids will need to know this to solve math problems, but as they master the skill, a reward like pulling off a heist is a useful motivator.

9. Have a Math Board Game Night

If you're looking to revamp your family's board game collection, why not infuse some fun with math? Proof!, Prime Climb, and Real World Math were each created by teachers and boast hundreds of rave reviews from parents.

10. Bring Math to the Grocery Store

Discounts, fractions, budgeting-there are so many mathematical applications when it comes to shopping for kids' favorite foods. This activity can easily be done virtually through grocery delivery services or online shopping.

11. Battle in a Multiplication "War" Card Game

The game that has entertained kids for countless hours gets mathematical in this rapid fire edition of "War".

12. Hit the Negative Number Piñata

Learning to add and subtract negative numbers can be tricky. So, to stave off student frustration, this game is a fun way to practice. Plus, this platform offers quick tutorial videos as well, just in case your student could use a refresher.

13. Chart a Graphed Scavenger Hunt

Who doesn't love a great scavenger hunt? Not only would this make a great at-home (and outdoor) activity, kids will practice graphing coordinates and slopes in a hands-on way.

14. Shop for Algebraic Reasoning Sweets

A sweet introduction to algebraic thinking, this is one of many colorful games Math Playground offers. Players solve for the value of each candy in this online "sweet shop."

15. Jump into Multiplication Hopscotch

Kinesthetic learning, or learning through movement, is a creative way to increase students' engagement (and energy levels). If your student is learning to memorize multiplication tables and could use a break from paper and pencil, take a break outdoors with some chalk, and get moving!

16. Place Value with LEGO

Young learners mastering place value will benefit from the visual and kinesthetic aspects of exploring the concept with LEGO. This activity will work with just about any LEGO set you have on hand.

Fun Math Activities for High School Students

17. Launch into Space with Math & NASA

STEM worlds collide in NASA's math series! This website offers activities for algebra, geometry, and pre-calculus paired with the innermost workings of space exploration.

18. Explore Statistics with Real-World Scenarios

This probably sounds familiar: when will I need to know this in real life? This range of expertly-designed activities provides valuable connections to practical scenarios that will satisfy even the most skeptical students.

19. Dance With a Transversal Geometry Game

Think of this fun activity as the antidote to the geometry doldrums. Kids can pick a soundtrack (or use one of the pre-made options), clear the room, and dance their way to knowing all about transversals.

Fun Math Activities for all Ages

20. Embark on an Interdisciplinary Project

Connecting new (and potentially dull) subject matter to an area of students' interest is a well-known best practice in education. This resource provides some excellent interdisciplinary projects that blend math skills with art, history, fascinating places around the world, and more.

21. Set Sail with a Quadratic Equation Shipwreck

If your student is just getting the hang of quadratic equations (or perhaps brushing up for a quiz), this game is a creative way to practice.

22. Plan a Pi Day Extravaganza

Pi Day, March 14th, is just around the corner, so why not make it a celebration of this all-important number! Check out these elementary and middle school activities, fun games and puzzles for all ages, high school activities, and pi card race to make the day memorable and bring smiles back into the equation.

23. Solve a KenKen Puzzle

This game was called "the most addictive math game since Sudoku" by New York Times games editor, a winning testimonial if ever we've heard one. KenKen puzzles are a great way to practice mental math or do a warm up before tackling more complex problems.

24. Play Trigonometry Mini Golf

Upper middle school and high school students will enjoy seeing trigonometry in action in a familiar pastime and in other real-world applications of math concepts. Each activity is interactive and includes short videos and tutorials to give each game context.

25. Learn How to Locate People Lost at Sea

This investigation answers the question: how does the Coast Guard find and rescue those lost in the vast ocean? Turns out, statistical skills are key to these missions. Kids can learn about how they work and have another great answer to the question "why is math important"?

Have Fun with Math Today!

Let us know how your explorations turn out. Looking for a little extra help? iD Tech offers live online math tutoring to help your student succeed and thrive in the classroom.

Options include:

Plus, our math tips & resources page offers tutorials and more to level up your child's math game.

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25 Fun & Creative Math Activities | Middle & High School Students | Games & Club Exercises

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Here are 25 fun activities that will spice up your child's math routine, plus they'll reap the benefits of "gamified" learning: increased motivation, engagemen...

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https://www.teacherspayteachers.com/Browse/Search:fly%20swatter%20bingo
Fly-Swatter Bingo is an interactive version of bingo where someone in the class chooses one of the virtual flies, and then after swatting it, a question pops up, and all students must answer it to fill in the spot on their board.

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Fly Swatter Bingo Teaching Resources | Teachers Pay Teachers

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Browse fly swatter bingo resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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https://jeopardylabs.com/
JeopardyLabs can be used by teachers to design their own jeopardy game over whatever topic or information they want to, and is a great way to keep learning entertaining.

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Create your own jeopardy template online, without PowerPoint. Or browse the pre-made templates created by other people!

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https://sudoku.com/
The Sudoku app allows for daily levels of sudoku that students can play (potentially for bonus points.) Sudoku promotes critical thinking and help students warm up for the day and get their brain going.

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Sudoku is a fun puzzle game once you get the hang of it. At the same time, learning to play Sudoku can be a bit intimidating for beginners. So, if you are a complete beginner, here are a few Sudoku tips that you can use to improve your Sudoku skills.

Tip 1: Look for rows, columns of 3×3 sections that contain 5 or more numbers. Work through the remaining empty cells, trying the numbers that have not been used. In many cases, you will find numbers that can only be placed in one position considering the other numbers that are already in its row, column, and 3×3 grid.

Tip 2: Break the grid up visually into 3 columns and 3 rows. Each large column will have 3, 3×3 grids and each row will have 3, 3×3 grids. Now, look for columns or grids that have 2 of the same number. Logically, there must be a 3rd copy of the same number in the only remaining 9-cell section. Look at each of the remaining 9 positions and see if you can find the location of the missing number.

Now that you know a little more about Sudoku, play and enjoy this free online game.

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Play Free Sudoku online - solve web sudoku puzzles

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Play free Sudoku online from Easy to Expert level on Sudoku.com. Select a difficulty level of a web sudoku puzzle to challenge yourself and enjoy the game!

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http://www.kenkenpuzzle.com/#
KenKen is a math puzzle similar to a sudoku or crossword, that allows students to practice their math skills in a fun puzzle setting.

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https://www.educationworld.com/a_lesson/worksheets/math-crossword-puzzles.shtml
Math Crossword Puzzles can be created as an interesting puzzle exercise for students. The questions can be of any level of math, and the students must make sure all of the answers line up properly.

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Math Crossword Puzzles | Printable Math Puzzles | Education World

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Ready-to-Use FREE Resource: Math Crossword Puzzles | Printable Math Puzzles PLUS More Fun Classroom Activities!

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https://mathtv.com/
Mathtv.com allows access to hundreds of videos of teachers explaining different math topics in great detail.

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Free math help! Tutorial videos on topics including arithmetic, algebra, trigonometry, and calculus.

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https://www.aleks.com/
Aleks is a great tool for math teachers that allows students to work on lessons and subjects at their own pace, and can help break down an entire school year worth of math into one easy to use space.

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https://get.plickers.com/
Plickers is a polling tool that can be used to assess an entire class's knowledge on a given topic or question.

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Formative assessment has never been faster.

Plickers is the free card activity your students will love.

Join millions and play in your next lesson.
Sign up for free
Used by K-12 teachers in over 100 countries

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Formative assessment has never been faster. Plickers is the free card activity your students will love. Join millions and play in your next lesson. Sign up for free Used by K-12 teachers in over 100 countries

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Remind is the best education communication platform. A solution built for educators, administrators, students & parents in mind.

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Remind Hub is the best education communication platform. Millions of educators, students and parents use Remind to connect with the people and resources that help them teach and learn.

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Unleash your creativity with the world's best virtual manipulatives!

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Adaptive learning programs are so important for meeting students where they are, especially in classrooms where there is such a wide range of skill levels. When you combine that with teacher input and guidance, which DreamBox does, you're creating a truly individualized learning experience for each student.

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Learn How DreamBox Helps Students Think for Themselves

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Adaptive learning programs are so important for meeting students where they are, especially in classrooms where there is such a wide range of skill levels. When you combine that with teacher input and guidance, which DreamBox does, you're creating a truly individualized learning experience for each student.

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Virtual Math Manipulatives | Brainingcamp

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Brainingcamp’s interactive virtual manipulatives are perfect for in-class and online education. Our easy-to-use tools engage students with live problem-solving.

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Have you ever tasted an Arab taco?

When was the Arab taco invented?

What is shawarma?

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These review game ideas make reviewing more fun while still keeping the focus where it should be - on the actual review.

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The skills needed for effective teaching involve more than just expertise in an academic field. You must be able to interact with people and help them understand a new way of looking at the world. This is not an easy job! Although there are many different ways to teach effectively, good instructors have several qualities in common. They are prepared, set clear and fair expectations, have a positive attitude, are patient with students, and assess their teaching on a regular basis. They are able to adjust their teaching strategies to fit both the students and the material, recognizing that different students learn in different ways. As a teacher, you are a role model who sets the tone for the class. If you are able to show enthusiasm and commitment, your students are more likely to reciprocate. Conversely, when you are negative, unprepared, or impatient, these qualities will be reflected in the attitudes of your students. Undergraduate students at Georgetown have high expectations of their instructors, and they also have many competing interests beyond the course you are teaching. Give them a reason to remember your class as an important part of their college experience!

Keep your students engaged with a positive attitude. Teaching is most effective when students are motivated by the desire to learn, rather than by grades or degree requirements. Many first-time TAs are confused by the new authority of being a teaching assistant, and mistake intimidation for respect. Think of your students as teammates, not adversaries. Learning and teaching are challenging, but that doesn't mean that you can't have fun in the classroom. Stay focused, but don't be afraid to be creative and innovative. Allow yourself to be enthusiastic and find ways to let students see what is interesting about your subject.

You should know the course material. If students are required to attend lectures and read assignments, then it seems reasonable that you would do the same. Most faculty expect graduate TAs to attend lectures, especially if they have never taken or taught the course. Review key concepts and ideas if you are unclear about them, particularly if it has been a while since you have worked with the topics you will be teaching. Think about how the material can be most effectively demonstrated and design a strategy. Write an outline or take notes to follow during a lecture, and prepare your overheads, diagrams, handouts and other aids well in advance. Don't wait until the morning of the class!

Have a plan for what you want to teach. Your job is to illustrate key points and essential context, to help students integrate all of their work (reading, labs, exams, papers, lectures, etc.) for the course. Given that there is never time to teach everything, choose the most important concepts and show how they are related. Explain ideas so students are able to build on material they have already mastered, whether from your course or previous classes. Don't just focus on what you happen to be teaching today. Show students how what they are learning now is connected to material covered later in the course. Keep your long term goals in mind, pace yourself so that you don't run out of time at the end, and try to end every class with a conclusion.

Effective teachers can explain complex ideas in simple ways. As you develop expertise in an academic field, it is easy to forget that students may have no prior knowledge of fundamental concepts that you take for granted. Help students understand and use new terminology, so they can become fluent in the language of your discipline. Many concepts can be more effectively demonstrated with visual aids such as diagrams, drawings, charts, slides, etc. Make sure that they are large enough to see, neat enough to read, and don't stand in the way! Think about the role body language can play. Having your teaching observed by someone else (or even better, having it videotaped) can reveal habits that you would never notice on your own.

Keep your students thinking. Unless they are actively using the concepts you are teaching, most students will remember only a small fraction of what you teach. A lecture is an efficient way to deliver information to large numbers of people, but it is an inefficient way to provide students with lasting knowledge and skills. Consider using at least some classroom time for activities other than traditional lectures, discussions or question and answer sessions. Problem solving exercises in small groups can take no more than a few minutes, yet allow students to engage with the material being covered.

Remember what it is like to learn something for the first time. Give students time to process information and answer questions. Know that it is fine for students to make mistakes if they can learn from them. Realize that learning can be hard work, even for the most motivated students. Rather than blaming students when things don't go right, consider ways you could change your approach to reach them more effectively. Concepts, background information or conclusions that seem obvious to you may not be so clear to someone who is new to the subject. Be patient with yourself, too. Teaching can be difficult and frustrating at times. Give yourself the same opportunity to make mistakes and learn from them.

Consider what it would be like to be one of your students. Chances are you would want an instructor who set clear expectations, applied them consistently and could admit when they were wrong. Whether you mark off points on an exam question, give a low grade on a paper, or penalize someone for a late assignment, you should be able to explain why you did it. Of course it helps if you have already outlined clear policies, both for the entire course and for each assignment. Once you have set standards, it is very important to apply them equally and consistently, otherwise you will lose credibility. On the other hand, if you make a mistake or don't know the answer to a question, it is much better to acknowledge rather than ignore it.

TECHNOLOGY TIP

Since it is often hard to remember what it is like to encounter your discipline's material at an early stage, peer instruction offers an alternative to the "sage on stage" model. Peer instruction, which usually happens in small group activities or paper response assignments, allows students to get feedback at their own level of discourse and understanding. This provides a helpful complement (not replacement) to instructor feedback. Technology such as the discussion tool in Blackboard helps peer groups stay in contact over long distances and over different periods of time.

WHAT IS YOUR LEARNING STYLE?

CNDLS has several ways of helping you discover the learning styles you tend to favor. Being more aware of your own tendencies will help you recognize similar or different preferences in your students and react accordingly. Besides the more well-known Myers-Briggs test and visual, auditory, and tactile differences, there are also documented differences in how people problem solve. For instance, you might prefer identifying problems, evaluating solutions, or testing solutions. This might affect what assignments you give, what you focus on in a lecture or discussion, and how you weight grades. Visit us to find out more, either in our suite, Car Barn 314, or online at the CNDLS website.

TECHNOLOGY TIP 2

E-mail is an excellent and perfectly acceptable way to give feedback to your students. In fact, several professors ask their students to turn in assignments over e-mail. By having a digital copy of students' work, faculty can make comments using the editing tools in Word, have access to the papers wherever there is an internet connection, and keep up with less paper-work, not to mention having a date and time record of when the student turned in the work.
Top Qualities of an Effective Teacher
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The skills needed for effective teaching involve more than just expertise in an academic field. You must be able to interact with people and help them understand a new way of looking at the world. This is not an easy job! Although there are many different ways to teach effectively, good instructors have several qualities in common.

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Classroomscreen | The #1 online whiteboard for teachers | www-production-classroomscreen-com

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Manage your classroom in a fun and engaging way. Classroomscreen is packed with widgets for teachers: timers, group makers, interactive polls and much more…

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Online Puzzlemaker | Create Your Own Puzzle | Discovery Education Puzzlemaker

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Discovery Education’s Puzzlemaker provides teachers, students, and parents, the tools necessary to create crossword, puzzles, word search puzzles, mazes and more online!

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Teaching for Change and Rethinking Schools collaborate to bring people's history to the classroom.

A dedicated website to encourage and support teaching about Central American history.

The best selection of multicultural and social justice books for children, YA, and educators.

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Building social justice starting in the classroom.

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Desmos is an online graphing calculator that can be used for mapping out equations long-term quickly in order to understand an equation fully or help see a bigger picture about an equation.

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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online graphing tool used for supporting teaching and learning mathematics subject, especially in geometry, algebra, and statistics.

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Interactive, free online graphing calculator from GeoGebra: graph functions, plot data, drag sliders, and much more!

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has a bunch of different resources ( dice, timer, etc)

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Classroom discipline is very important for effective teaching and learning, yet it constitutes one of the biggest teacher challenges nowadays. Before teaching a new class, teachers should work intensively on their classroom management strategies for achieving school discipline.

Read on to learn everything you need to know about keeping your classroom in order!

The importance of maintaining classroom discipline

1. What is discipline in the classroom?

To define discipline, one must refer to the strategies a teacher uses to manage student behaviors during lessons, as well as the code of behavior that the students must comply with. This code of behavior usually includes rules of attendance, dress code, social behavior, and work ethic. The term may also be applied to the punishment that is the consequence of the transgression of the code of behavior.

2. What are the 3 types of discipline?

The three types of discipline are preventative, supportive, and corrective discipline.

PREVENTATIVE discipline is about establishing expectations, guidelines, and classroom rules for behavior during the first days of lessons in order to proactively prevent disruptions.

SUPPORTIVE discipline, on the other hand, occurs in the case of a transgression. It is usually a verbal warning or a suggestion for the correction of behavior.

CORRECTIVE discipline comes into play when a student has failed to change his or her behavior after repeated attempts at supportive discipline. It mostly refers to the consequences delivered following an infraction.

3. What is the importance of discipline in schools?

Discipline in school life is extremely important, as it sets the foundations for students' success later in life. Discipline is a transferrable skill in life and it can bring on many virtues, such as professional success through being focused and staying healthy. Discipline is what helps students achieve good performance in school and it is responsible for keeping order in the classroom.

4. How does poor classroom management affect learning?

Poor classroom management affects students' motivation, which inevitably negatively impacts their academic performance. Teachers who fail to manage a classroom effectively by not setting rules and routines and doing inadequate preparation create learning environments that are chaotic and counterproductive for learning.

Discipline problems

Even the most experienced teachers have to face classroom discipline problems. Unruly students' behavior means that instructional time is lost and students get off task. It is a teacher's job to figure out why a discipline problem occurs and how to best solve it in a well-managed learning environment.

5. What causes discipline problems in the classroom?

There are many reasons that cause discipline problems in the classroom. Handling discipline problems requires sensitivity and insight on part of the teacher, in order to understand the root of the issue.

Some common causes of discipline issues in the classroom include problems at home (e.g. if a student is experiencing an emotionally turbulent time at home) and learning disabilities, like ADD, which can cause a lack of focus. Discipline problems in the classroom are also more likely to arise if there is a lack of clear communication about the rules and consequences for breaking them.

6. What are some disruptive behaviors in the classroom?

Some common disruptive behaviors in the classroom include: talking in class, late arrivals or early departures, persistent use of electronic devices, eating, drinking, or sleeping in class, and, more seriously, threats of violence and physical and verbal aggression.

7. What are the major and minor disruptive behaviors?

There are two categories of disruptive behaviors in the class: minor and major.

MINOR disruptions include unintended hurtful words, not working on tasks, lateness, and use of electronic devices. While they require a warning from the teacher, they can be easily ignored and do not seriously disrupt teaching or learning.

MAJOR disruptions, on the other hand, go beyond rudeness and include profane language directed towards others, sexual words and innuendo, physical threats, vandalism, and stealing.

8. How do disruptive students affect the classroom?

Disruptive behavior by students interferes with the teacher's ability to effectively deliver a lesson, as it requires a large amount of the teacher's time and attention in order to be addressed. Disruptive students can also influence their peers with their actions and encourage them to behave similarly, compromising the teacher's authority.

9. How does students' behavior affect learning?

According to research conducted by the United Federation of Teachers, exposure to even mild classroom disruptions lowers the academic achievement for all students in a class. Constant interruptions can interfere with focus and detract from learning.

Handling disruptive behaviors: psychologists' advice

There are many different types of disruptive behaviors that can prevent effective teaching and learning and, so, it is vital that teachers work on perfecting their practices for managing them.

Teachers should create classroom behavioral expectations from the first day of class by outlining both productive and disruptive types of behavior, the process by which disruptive behavior will be addressed, and the consequences for ongoing disruptive behavior.

10. How do you calm a noisy classroom?

A noisy classroom is a very common occurrence that can be disruptive to the teaching and learning processes, whether it is caused by students raucously returning to class from their breaks or classmates gossiping together during lessons.

The best way to ensure a quiet classroom is by cultivating a peaceful atmosphere and establishing respect for the teacher from the get-go. You must set the tone and expectations on your first day, making students understand the classroom is a place for learning and not socializing.

To quieten chatter in a class, resist raising your voice, which only works to encourage more noise. Help students familiarize themselves with your non-verbal cues for quietening down the class, which include hand signals, counting down backward from 5 until silence is achieved, or clapping.

11. What exactly should I say if a student is disruptive in class? Psychologists' advice

Disruptive students can be a big distraction in class. Even when teachers clearly set boundaries for behavior, disruptions may occasionally take place. Teachers should be careful to assess each incident individually and respond appropriately, as causes for disruptive behavior can vary.

In all cases, teachers must remain calm and firm when addressing disruptive students, explaining to them what it is that they are doing wrong, why it is a problem, and what the proper behavior is. It is important to listen to what students have to say and make them feel understood.

Here are several phrases that you can learn by heart and apply during your class in case of disruptions. Remember that it's not only your words that matter but also your polite and friendly intonation and your overall teacher's confidence.

Psychologists suggest that teachers use the following phrases if they want to stop a conflict as quickly as possible:

Remind the disruptive student of classroom rules. If you have none, it is advisable to establish them and to hang them on a wall. E.g.: Say "James, remember that according to our classroom rules, talking during the class is considered disruptive behavior. If you continue talking, I will have to ask you to leave the classroom".

If you have just given a reprimand to a disruptive student, switch to your work with the rest of the class as quickly as possible. E.g.: Say "James, remember that according to our classroom rules, talking during the class is considered disruptive behavior. If you continue talking, I will have to ask you to leave the classroom. So, we're discussing Jack London'd novel 'Martin Eden' now. Ann, what's your opinion about the relationship between Martin Eden and Ruth Morse?"

Having verbalized your student's emotions, switch his or her attention to some other task as quickly as possible. E.g.: Say "James, you feel very upset about the results of your control work. You must find them very disappointing. And now, let's play a game".

Should you find it difficult to remember everything this when you are stressed, then just remember two short phrases that are always appropriate to start your conversation with. These are "Please, ..." and "I need you to...". Whatever message you start with these phrases, it will sound polite and conciliative. E.g.: Say "Please, answer my question" or "I need you to do this task".

Here is an insightful video on how to deal with your students' challenging behavior:

12. How do you discipline a student without yelling? Can teachers yell at students?

Even though teachers are allowed to yell at students in order to discipline them, it is not advisable as it sets a poor model. Yelling is a sign of loss of control that can be counterproductive, driving a wedge between a teacher and his or her students and provoking fear.

There are plenty of methods that do not involve yelling that a teacher can use to maintain order and control in their classroom. Establishing routines with students from the beginning of the year is particularly vital to maintaining good discipline, while a variety of classroom management techniques (such as countdowns and revoking privileges) can help you gain control of unruly students.

13. How do you handle a conflict between students and teachers?

The student-teacher relationship can be complicated and it is not unusual for students to end up in conflict with their teachers. Some conflicts are healthy and arise naturally through debates due to competing ideas on various issues.

However, if the conflict persists and appears to be antagonistic in nature, you should address this directly with your students. Listen to them to get their perspectives and carefully explain your position on the conflict in a way they understand. Teachers can seize this opportunity to teach their students the rules of civic discourse and effective self-expression. When you have tried everything to no avail, try getting assistance from a colleague, the principal, or administration.

14. How do you deal with aggressive students in the classroom?

Aggressive students often antagonize others and are drawn to physical fights or verbal arguments. Aggression constitutes severe misbehavior and should, therefore, be dealt with accordingly, with stiff consequences that send a clear message that this type of behavior will not be tolerated.

If you are breaking up a fight between students, you must remain assertive and speak in a firm, no-nonsense manner. If necessary, you could consider giving the aggressive student a time-out, separating them from the rest of the class.

15. How do you handle an argumentative student?

Argumentative students who disrupt the class can be difficult to handle. If you are wondering how to discipline an argumentative student, the answer is to try to understand the motives for their behavior and allow them to be heard without losing your temper. This will help you get to the root of the problem.

While confronting the student, you must show them that you have control over the situation by being firm and outlining the consequences of their actions. Speak with the student privately and create a behavior management plan for them to deal with possible anger management issues.

16. How do you respond to a disrespectful student?

When confronted with disrespect, an easy mistake to make is to take it personally. Disrespect can be an indication of complex psychological issues that a student is facing. Resist the urge to admonish, scold, or lecture the disrespectful student and respond with kindness instead, modeling the type of behavior the student should ideally be exhibiting.

Turn the incident into a memorable lesson for the student by delivering consequences, but ensure to do this privately, rather than shaming them in front of their peers. For overt disrespect, students' parents should be notified by letter, an act which adds a layer of seriousness and accountability.

17. How do you deal with disturbing students?

It is very important that teachers talk to the parents of disturbing students who are constantly making trouble. Empathize with the student and try to get to the bottom of their behavior, while staying in close proximity with their family to monitor progress.

Discuss the behavior with your colleagues, in order to develop a common and consistent approach for dealing with the student. Above all, while dealing with a disturbing student, you should remember that it takes time for problematic behavior to change so stay patient and positive.

Student punishment

Before proceeding with student punishment, teachers should think carefully and understand its pros and cons. While punishing students can quickly stop a problem, it tends to be a short-term solution that can often be accompanied by negative side-effects, such as a drop in positive attitudes toward school and a more negative perception of teachers.

18. Should teachers punish students?

Punishment is defined as inflicting a penalty as retribution for a transgression. According to that definition, since students often commit transgressions, it would make sense to punish them for bad behavior.

However, teachers must refrain from applying such a "black and white" approach to dealing with unruly behavior and use critical thinking instead to determine whether punishment is necessary. Teachers should always consider alternative options for dealing with bad behavior, before proceeding with punishment.

19. Which forms of student punishment are acceptable?

In most of the Western world, acceptable forms of punishment include but are not limited to demerit systems, daily report or behavior contracts, apologies, time-out, detentions, being made to write essays, and being made to pick up litter around the school.

20. Which forms of student punishment are unacceptable? Why?

A study conducted by Unicef identified over 43 types of punishment that were being given to students at schools around the world a decade ago, including physical punishment (e.g. smacking) and psychological punishment (e.g. verbal abuse and isolation).

Punishment in schools differs widely from country to country. For example, while Sweden has made corporal punishment illegal, it remains popular in Nigeria.

In the majority of Western countries, any type of physical punishment is unacceptable as it is illegal and constitutes criminal assault. While some schools use physical exercise as a form of punishment (i.e. press-ups, sit-ups, running) and it is not illegal, it is not considered acceptable as it is cruel and can be degrading for students.

21. Is it acceptable to punish everyone in the class for one person's mistake?

Collective punishment is the term used to describe the situation when a group of students, for example, a whole class or a whole grade, is punished for the actions of one or a few students. Examples of collective punishment include being taken off recess early or the class being banned from using a certain recreation area.

Most schools do not allow collective punishment, as it is known to demotivate well-behaved students and is unlikely to improve the offender's behavior according to a 2019 study.

Patience is a virtue

Knowing how to maintain student discipline in a classroom can be one of the most challenging aspects of teaching. Teachers must learn to evaluate situations on their individual merits in order to know how to respond, distinguishing between minor and major disruptive behaviors and delivering the appropriate consequences and punishments where necessary, always according to school policies.

In case of severe problems with classroom management and students that are unresponsive to corrections, teachers should reach out to colleagues for support and involve administration and the student's family when necessary.

Further reading

Need more information on the topic? Read these outstanding books and articles written by successful educators who managed to take classroom discipline under their control:

Davidson, J. & Wood, C. (2004). A conflict resolution model. Theory into Practice, 43(1), 6-13.

Edwards, D., & Mullis, F. (2003). Classroom meetings: Encouraging a climate of cooperation. Professional School Counseling, 7, 20-28.

Kohn, A. (2006). Beyond discipline: From compliance to community. Reston, VA: Association for Supervision and Curriculum Development.

Kraut, H. (2000). Teaching and the art of successful classroom management. (3rd ed.). Staten. Island, New York: AYSA Publishing, Inc.

Lewis, R. (2001). Classroom discipline and student responsibility: The students' view. Teaching and Teacher Education, 17(3), 307-319.

Marzano, R.J. (2003). Classroom management that works. Virginia, USA: ASCD.

Roffey, S. (2004). The New Teacher's Survival Guide to Behaviour. London: Paul Chapman Publishing.

Rogers, B. (2006). Classroom Behaviour: a Practical Guide to Effective Teaching, Behaviour Management, and Colleague Support. London: Paul Chapman Publishing Ltd.

Tauber, R. (2007). Classroom management: Sound theory and effective practice (4th ed). Westport, CT: Bergin & Garvey, Greenwood Publishers.

Vitto, J.M. (2003). Relationship-driven classroom management: Strategies that promote student motivation. Thousand Oaks, CA: Corwin Press.

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The IDEAL School Discipline: Working Classroom Management Tips!

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Classroom discipline is very important for effective teaching and learning, yet it constitutes one of the biggest teacher challenges nowadays. Before teaching a new class, teachers should work intensively on their classroom management strategies for achieving school discipline. Read on to learn everything you need to know about keeping your classroom in order!

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Browse Printable Worksheets | Education.com

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Browse Printable Worksheets. Award winning educational materials designed to help kids succeed. Start for free now!

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📖 Use the Teacher App Klassly to interact with parents! Involve all the families in your class! ✔Available on Android & Apple.

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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