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Educator, student, marketer, engineer, gamer. Whatever part you play, you'll have simple, yet powerful screen recording and editing tools.
Learn more

Easily share your creations in multiple channels. Let more viewers watch, pause and rewind on their schedule while maximizing time by eliminating unnecessary meetings.
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Welcome!

ANGELA WATSON

Founder/Editor-in-Chief

Join over 92,000 teachers who receive our Sunday night emails, and get inspired + informed for the week ahead. Sign up here:

Welcome!

ANGELA WATSON

Founder/Editor-in-Chief

Join over 92,000 teachers who receive our Sunday night emails, and get inspired + informed for the week ahead. Sign up here:

What's Truth for Teachers all about?

We're a collective of educators who collaborate around a shared set of values and purpose.
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Diverse perspectives

We feature K-12 teachers with a wide range of identities, lived experiences, teaching experiences, and educational contexts. We seek to highlight voices that are often missing from the dominant narratives in education.

Sustainable workloads

We help teachers use mindset and productivity tools to create balance and find a sustainable approach to their workload. We prioritize energy-giving tasks to help teachers maintain their enthusiasm and creativity.

Teacher + student agency

We find the overlap between what's best for educators and what's best for kids, and support teachers in activism and advocating for positive change in their classrooms, schools, and communities.

Holistic wellbeing

We work to create schools that prepare kids to be informed, conscious citizens, and we value more than just the academic instruction, as the physical, emotional, and mental wellbeing of children and educators are interconnected.

Mission
Statement

The encouragement, motivation, and practical teaching strategies you'll find here are grounded in these core beliefs:

We believe classroom teachers have a unique and essential expertise that must be centered in discussions about education. Decisions about teaching should not be made without teachers. So, we use our platform to amplify the voices of classroom practitioners.

We seek out a diversity of perspectives and honor the wide range of experiences teachers have in K-12 schools. We focus on teachers in the United States, but welcome and learn from the voices of educators around the world. We encourage them to speak openly and transparently about all they are experiencing.

We believe in the relentless pursuit of truth by uncovering history, facts, and experiences that have been obscured or whitewashed. We look to see whose perspectives are missing from common narratives and how that's shaped what we believe is true. We are constantly learning and growing, and sharing that process with other educators.

We believe that who teachers ARE matters just as much as what they DO. Therefore, we focus not only on professional development, but also personal development. We delve deeply into topics of mindset, unpacking personal bias, habits for strong mental health, and overall teacher wellbeing. The goal is to provoke self-examination and help educators be the best true version of themselves.

We work to be inclusive but aren't afraid to take a stand on divisive issues when needed. When deciding whether to tackle a controversial topic, our guiding question is, "Who benefits if we choose to stay silent about this?" We stand with folks in the margins and work for justice, accountability, and equity.

We believe in a humanized approach to education, addressing not only the needs of the whole child but the whole teacher. The physical, emotional, and mental wellbeing of both children and educators is our central concern, and does not come secondary to academic goals.

We believe the status quo is not best serving the needs of teachers or kids, and push one another to reimagine what's possible. We do not believe in martyring ourselves to meet impossible expectations or overburdening students with irrelevant assignments and excessive testing. Instead, we support teachers in focusing on what makes the biggest impact for kids, and setting boundaries on how much time they-and their students-dedicate to less impactful tasks.

We believe there is a huge overlap between what's best for kids and what's best for teachers, and work to offer solutions that serve the best interest of both. Kids learn best from happy, supported, balanced teachers. So, we reject the tendency to pit teachers' needs against those of students, and instead look for the alignment between them.

We believe teaching is inherently impacted by the larger political, cultural, societal, and institutional frameworks that our schools operate within. So, we don't shy away from discussing current events, and work to inform and equip educators to navigate systemic challenges.

We believe that a free high quality public education is not only the right of every child, but essential for the greater good of a nation. We respect parental choice, and support teachers working in private and charter schools. We also have a deep passion for strengthening our public school system through equitable learning conditions for kids and sustainable working conditions for educators.

We actively look for solutions that make teaching more effective, efficient, enjoyable, and equitable. We seek to help teachers find a sustainable approach to their work in order to maintain their enthusiasm and creativity. We support them in identifying practices that make the best use of class time and help meet the needs of all students, without burning out.

We believe our mission is up for questioning but not up for debate. We invite healthy discussion initiated in good faith for the purpose of clarification. We encourage pushing one another's thinking to include additional perspectives. And, we welcome all educators in this space. In the interest of cohesion and forward progress, we focus on the needs of educators who share our core values. We do not compromise the work of our community to center the perspectives of those who are disinterested in (or opposed to) our goals.

If you feel energized and excited after reading this ... you've found your community of educators. We're glad you're here!

Sign up to be part of this community, and we'll send you an encouraging message every Sunday night.

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We speak honestly about the realities of the educational system, and discuss practical ideas that are working currently in classrooms around the nation.

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Iowa City,
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Experience

Jennifer is currently working with students and teachers on building-wide academic inclusion. Her passion is building literacy supports that include...

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Angela's podcast is my motivation each week! She has not forgotten what it's like to be in the classroom. Every teacher will appreciate her words of encouragement.

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I love how Angela simplifies things. I have not mastered that skill yet. Soooo glad to feel like I'm on the path to a normal life and schedule. Getting closer! (So not there yet, but I'm ok with that as long as I am making progress and not stuck in the same rut I've been in for THIRTEEN years!!!)

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Angela is not only an advocate for teachers, she is the voice of hope, a soundboard for truth, and the guru of positive thinking and practice in a challenging profession. Listening to Angela is like detoxing for the teaching mind and soul; a recommended prescription for anyone in the profession.

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I have followed Angela for years through her books and website. She has a way of looking for the positive without denying the issues we face. I enjoy her practical solutions and pro-active ideas.

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The topics Angela chooses to address are those matter to teachers. With so many struggles and challenges we face, she provides realistic advice. She's that voice that reminds you of your worth and value as an educator.

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Angela is a National Board Certified educator and has a masters degree in Curriculum and Instruction. She created the first version of this site in 2003, when she was a classroom teacher herself. Now with 11 years of teaching experience and more than a decade of experience as an instructional coach, Angela oversees and contributes regularly to the resource collection here, and hosts the Truth for Teachers podcast. Angela also provides coaching and consulting services, creates online courses, and designs curriculum resources.

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Truth for Teachers: Real talk from K-12 educators

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Check out our growing collection of articles, podcast episodes, online courses, books, and curriculum resources designed to help educators live a more purpose and conscious life.

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Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we're talking about it. Jennifer Gonzalez interviews educators, students, administrators and parents about the psychological and social dynamics of school, trade secrets, and other juicy things you'll never learn in a textbook. For more fantastic resources for teachers, visit http://www.cultofpedagogy.com.

Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we're talking about it. Jennifer Gonzalez interviews educators, students, administrators and parents about the psychological and social dynamics of school, trade secrets, and other juicy things you'll never learn in a textbook. For more fantastic resources for teachers, visit http://www.cultofpedagogy.com.

Inspiring and Motivating

I listen to these podcasts on my 35 minute drive to work and during my morning/evening walks. I have discovered so many resources in a short period of time. Jennifer addresses everything from social issues to technology in the classroom, and so much more. I feel extremely fortunate to have found this wealth of information for educators. What Jennifer shares on her website and on her podcasts are relevant to all those working in the educational field. I urge anyone who is looking for guidance in the teaching field to at least listen to one of these podcasts! Be careful though: It's addicting...:)...

First year teacher

I was first exposed to Cult of Pedagogy during grad school; a professor of mine shared with us a blog titled I think, "Find your Marigold". I was very impacted by the blog that I started referencing the website when I needed support to find more valuable information. Now that it will be my first year teaching, I have been listening to the podcast and the wisdom and knowledge that I have been receiving, is making a huge impact on me. There was only so much my teaching program and student teaching were able to provide for me and now it is up to me to go out a find the resources to depend my learning and fill in a lot of those areas that I still do not feel prepared for as a first year teacher. I will reccommend this podcast and blog to anyone I know going into teaching.

unconditional positive regard is NOT new

I struggle to take this seriously when the podcaster has no hisotrical overview of a conept that has been discussed since the 1950s when Carl Rogers wrote about it. One can change how one views disruptive behavior, if one is so fixated on bad behavior that a new 'lens' throgh which to view things is necessary. But, this does not change the behavior and the effects its has on reducing instrucional time and related, empirical affects pertaining to classroom dynamics.

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‎The Cult of Pedagogy Podcast on Apple Podcasts

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Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we're talking about it. Jennifer Gonzalez interviews educators, students, administrators and parents about the psychological and social dynamics of school, trade secrets,...

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Kindergarten Teaching Ideas Archives - KindergartenWorks

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Make learning the cool thing to do in your classroom with fun, age-appropriate lessons and activities for kindergarten. Find activities for holidays, favorite kindergarten Youtube videos, literacy centers and ideas to make learning come alive. Don't just teach with worksheets - bring the hands-on, engaging, and play-like fun into your classroom!

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I have been teaching 1st grade for 12 years. I. Love. It. Teaching and learning are two passions that I have. What a better way to learn from others than from blogging! There is no better feeling than knowing I have inspired a child.

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I have been teaching 1st grade for 12 years. I. Love. It. Teaching and learning are two passions that I have. What a better way to learn from others than from blogging! There is no better feeling than knowing I have inspired a child.

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It's not hard to get kids hooked on science when you incorporate experiments leaving them saying, 'WOW!" This is one such investigation! I like using this one while introducing the scientific process.

Students learn that scientists work through a series of steps that include: Question, Hypothesis, Procedure, Observation and Conclusion. They begin with thinking about Skittles and what might happen if warm water touches the candy. We use our background knowledge as we think about what happens to this candy in our mouths. What do our tongues look like after sucking on one in our mouths? Students make a hypothesis. I like giving students possible hypotheses to begin with while they are still learning how to make one themselves. We always state these in When...then... statements.

Then we get into our science circles and conduct the experiment. For this one, I want my kids close to the action so they can clearly see the result.

Then students illustrate their observations and write a conclusion.

I added this to my TPT store as a free resource.

You can check it out here:

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It's not hard to get kids hooked on science when you incorporate experiments leaving them saying, 'WOW!" This is one such investigation! I like using this one while introducing the scientific process. Students learn that scientists work through a series of steps that include: Question, Hypothesis, Procedure, Observation and Conclusion.

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With fall in the air and Halloween approaching, it is the perfect time to sprinkle in a little writing magic into your classroom. What better way to spark your students's imaginations than with spook-tacular writing prompts? Read on to find some fun writing ideas and Halloween writing prompts for 4th grade that are perfect for ...

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Hello, friend! Let's talk about homework club and what it looks like in our classroom. I have used THIS with students in grades three through five but, like with anything, tweak it to meet the needs of your kids. Disclaimer to start: I'm not here to argue for or against homework.

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If you have a classroom and a commute, then you're in the right place! The Classroom Commute Podcast is THE place for busy teachers who want actionable tips, simple teaching strategies, and a little fun on your ride in to school! Carpool with Rachael each week as she helps to send you in with a grin! Each week Rachael shares simple, yet powerful teaching tips, ideas, and strategies that will help you become a more effective teacher, and maybe help you enjoy your job a little more!You'll find actionable tips for how to make your lessons more engaging for your elementary students, ideas for including more classroom technology, new activities to implement, ways for building a stronger classroom community, and strategies for all content areas including science, social studies, reading, writing, and math!And of course, there will be a little teacher humor along the way! So - buckle up and let's hit the road on your classroom commute!

If you have a classroom and a commute, then you're in the right place! The Classroom Commute Podcast is THE place for busy teachers who want actionable tips, simple teaching strategies, and a little fun on your ride in to school! Carpool with Rachael each week as she helps to send you in with a grin! Each week Rachael shares simple, yet powerful teaching tips, ideas, and strategies that will help you become a more effective teacher, and maybe help you enjoy your job a little more!You'll find actionable tips for how to make your lessons more engaging for your elementary students, ideas for including more classroom technology, new activities to implement, ways for building a stronger classroom community, and strategies for all content areas including science, social studies, reading, writing, and math!And of course, there will be a little teacher humor along the way! So - buckle up and let's hit the road on your classroom commute!

Love!

Rachael's podcasts are to the point, we'll explained, and gives so many great ideas! I'm a veteran teacher and never stop learning- especially with her great podcast. She also provides so many great resources on her Classroom Nook. She is definitely all about helping teachers and I love her podcast!

Great Energy!

I've been teaching for 15 years and just found this podcast. Rachael brings great energy and easy to use ideas that I can't wait to try this year.

Worth the listen!

Upcoming first year teacher here, and I have been binging these shows for most of the summer to prepare myself for the school year! I have learned so many awesome tips and tricks, and I feel prepared to start this journey!! I would recommend this podcast to anyone!

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‎The Classroom Commute on Apple Podcasts

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If you have a classroom and a commute, then you're in the right place! The Classroom Commute Podcast is THE place for busy teachers who want actionable tips, simple teaching strategies, and a little fun on your ride in to school! Carpool with Rachael each week as she helps to send you in with a gr...

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Reflective Thinking Sentence Starter Cards

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Incorporate reflective thinking into your classroom with this set of 24 sentence starter cards.

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Aronson, E. (2000-2008). Jigsaw Classroom: Overview of the technique .

Aronson, E., & Goode, E. (1980). Training teachers to implement jigsaw learning: A manual for teachers. In S. Sharan, P. Hare, C. Webb, and R. Hertz-Lazarowitz (Eds.), Cooperation in Education (pp. 47-81). Provo, Utah: Brigham Young University Press.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Clarke, J. (1994). Pieces of the puzzle: The jigsaw method. In S. Sharan (Ed.), Handbook of cooperative learning methods. Westport CT: Greenwood Press.

Colorín Colorado. (2007). Cooperative Learning Strategies.

Crone, T. S., & Portillo, M. C. (2013). Jigsaw variations and attitudes about learning and the self in cognitive psychology. Teaching of Psychology, 40(3), 246-251. https://doi.org/10.1177/0098628313487451

Hattie, J. (2017). 256 influences related to achievement. Visible Learning .

Law, Y.-K. (2011). The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, 34(4), 402-425. https://doi.org/10.1111/j.1467-9817.2010.01445.x

Moreno, R. (2009). Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making. Learning and Instruction, 19(5), 433-444. https://doi.org/10.1016/j.learninstruc.2009.02.018

Moskowitz, J. M., Malvin, J. H., Schaeffer, G. A., & Schaps, E. (1985). Evaluation of jigsaw, a cooperative learning technique. Contemporary Educational Psychology, 10(2), 104-112. https://doi.org/10.1016/0361-476X(85)90011-6

Slavin, R. E. (1980). Cooperative learning in teams: State of the art. Educational Psychologist, 15, 93-111.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon. Tierney, R. (1995) Reading Strategies and Practices. Boston: Allyn & Bacon.

Stanczak, A., Darnon, C., Robert, A., Demolliens, M., Sanrey, C., Bressoux, P., Huguet, P., Buchs, C., Butera, F., & PROFAN Consortium. (2022). Do jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis. Journal of Educational Psychology, 114(6), 1461-1476.

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Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals, another group studies predators of rainforest animals).

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You can only get so far talking TO your students, right? When the conversation only flows in one direction, you miss out on a valuable opportunity to really dive deep into a topic. That's why I feel it is really important to teach students how to have a meaningful and valuable conversation with you, the teacher, as well as with their peers.

This is called "accountable talk."
Before I go on, let's make sure we are all on the same page.
Accountable talk to me is an intentional open-ended conversation where participants listen, add on to each other's comments, and use clarifying questions to make sure they are understanding what others are saying. When students participate in accountable talk, they can have richer and deeper conversations that go beyond surface-level thinking.

Accountable talk is especially powerful in settings like literature circles and other small group activities where you want students to take an active role in their learning.

It forces students to really focus in on what other students are saying. In order for students to participate in accountable talk conversations, listening is a must!

You May Also Like to Read: USING LITERATURE CIRCLES IN THE UPPER ELEMENTARY CLASSROOM

It gives students an opportunity to participate in healthy debating. In accountable talk, students are encouraged to challenge and even disagree (respectfully, of course) with what their peers are saying. In return, students learn to back up their opinions and ideas with facts and details.

It helps develop public speaking skills. It's easy for students to respond to others with "yes," "no," or another short response - or even say nothing at all! But with accountable talk, students practice and learn the skills it takes to have a real conversation that flows two ways.

It supports reluctant talkers. We all know those students who just blend in to the conversation, not adding anything of real value to the group's discussion. Accountable talk prompts (as you'll read about in a minute) provide a scaffold for students who may not know how to effectively engage in a conversation.

It promotes higher-level thinking. In accountable talk you're not just having conversations that have one answer or one point of view. Instead, you're inviting students to think critically about what their peers are saying and respond in meaningful ways.

Just like everything else we teach in our classrooms, students have to be explicitly taught how to have these conversations. We must provide them with a TON of modeling and practice.

One way to introduce the concept of accountable talk is to model for students different types of phrases that they can use to promote accountable talk. These may seem a bit scripted, but it provides the necessary supports for students who are just learning how to have these conversations. Phrases like...

These all help the students to create and maintain a conversation that is open-ended with opportunities for other students to jump in and add their own two cents to the conversation. I have found that it helps to break accountable talk into three groups of phrases and comments to help students really master the art of accountable talk. These categories are:

To begin teaching your students to use this type of conversation, try using accountable talk in a whole-group setting. Display for students the different types of phrases that they can use to keep the conversation engaging.

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Teaching Your Students to Use Accountable Talk - THE CLASSROOM NOOK

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Do you love podcasts? Check out this post in the form of a podcast in this episode of The Classroom Commute Podcast !

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Center for Effective Collaboration and Practice. (n.d.). Classwide peer tutoring: Information for families, 1-3. Retrieved January 23, 2004 from http://cecp.air.org/familybriefs/docs/PeerTutoring.pdf

Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23(2), 175-186.

Cohen, P.A., Kulik, J.A., & Kulik, C.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237-248.

Cook, S.B., Scruggs, T.E., Mastropieri, M.A., & Casto, G.C. (1985). Handicapped students as tutors. Journal of Special Education, 19, 483-492.

Education Programs That Work. (1995). Cooperative integrated reading and composition (CIRC) - Reading. Retrieved January 23, 2004 from http://www.ed.gov/pubs/EPTW/eptw4/eptw4c.html

Faculty Awards (2003). Retrieved January 30, 2004 from Vanderbilt University, Peabody College Web site: http://peabody.vanderbilt.edu/sped/faculty_awards.htm

Fantuzzo, J.W., Davis, G.Y., Ginsburg, M.D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(2), 272-281.

Fantuzzo, J.W., King, J.A., & Heller, L.R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84(3), 331-339.

Fantuzzo, J.W., Riggio, R.E., Connelly, S., & Dimeff, L.A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173-177.

Fantuzzo, J.W., & Rohrebeck, C.A. (1992). Self-managed groups: Fitting self-management approaches into classroom systems. School Psychology Review. 21(2), 225-264. Retrieved February 24, 2004, from EBSCO Database.

Foot, H.C., Shute, R.H., Morgan, M.J., & Barron, A.M. (1990). Theoretical issues in peer tutoring. In H.C. Morgan, M.J. Shute, & R.H. Shute, (Eds.), Children helping children, (pp.65-92). New York: John Wiley & Sons.

Fuchs, D., & Fuchs, L.S. (2001). Creating a strong foundation for mathematics learning with kindergarten peer-assisted learning strategies. National Center on Accelerating Student Learning News: Promoting success in grades K-3, 3, 1-4. Retrieved January 22, 2004 from: http://www.vanderbilt.edu/casl/casl3.pdf

Fuchs, D., Fuchs, L.S., & Burish, P. (2000). Peer assisted learning strategies: An evidence based practice to promote reading achievement. Learning Disabilities Research & Practice, 15(2) 85-91.

Fuchs, D, Fuchs, L.S., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial & Special Education, 20, 309-319.

Fuchs, D., Fuchs, L.S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., McMaster, K.N., Prentice, K., Kazdan, S., & Saenz, L. (2002). Peer-assisted learning strategies in reading: extensions for kindergarten, first grade, and high school. Remedial and Special Education (22), 15-21. Retrieved February 6, 2003 from: http://www.ldonline.org/ld_indepth/reading/peer_assisted.html

Fuchs, L.S., & Fuchs, D. (1995). Acquisition and transfer effects of classwide peer-assisted learning strategies in mathematics for students with varying learning histories. School Psychology Review, 24(4), 604-621. Retrieved January 30, 2004, from EBSCO Database.

Fuchs, L.S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33(6), 1-14. Retrieved January 22, 2004, from EBSCO Database: http://search.epnet.com/direct.asp?an=4765398&db=tfh

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students' helping behavior during peer tutoring with conceptual mathematical explanations. Elementary School Journal, 97(3), 223-250.

Fuchs, L.S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495-510.

Gaustad, J. (1993). Peer and cross-age tutoring. ERIC Digest, 79, 1-7. Retrieved on February 24, 2004, from ERIC Database: http://eric.uoregon.edu/publications/digests/digest079.html

Gerber, M., & Kauffman, J.M. (1981). Peer tutoring in academic settings. In P.S Strain, (Ed.), The utilization of classroom peers as behavior change agents (pp.155-188). New York: Plenum Press.

Greenwood, C.R., Carta, J.J., & Hall, V. (1988). The use of peer tutoring strategies in classroom management and educational instruction. School Psychology Review, 17(2), 258-275.

Hall, T. & Stegila, A. (n.d). Peer mediated instruction and intervention. National Center on Accessing the General Curriculum. Retrieved April 3, 2003, from: http://www.cast.org/ncac/PeerMediatedInstructionandIntervention2953.cfm

Heller, L.R., & Fantuzzo, J.W. (1993). Reciprocal peer tutoring and parent partnership: Does parent involvement make a difference? School Psychology Review, 22, 517-534.

Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62.

Kalkowski, P. (1995). Peer and cross-age tutoring. School Improvement Research Series, 18, 1-27. Retrieved February 24, 2004 from NW Regional Education Laboratory Web site: http://www.nwrel.org/scpd/sirs/9/c018.html

Light, P.L., & Littleton, K. (1999). Social processes in children's learning (pp. 91-100). Cambridge, England: Cambridge University Press.

Pigott, H.E., Fantuzzo, J.W., & Clement, P. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of Applied Behavior Analysis, 19, 93-98.

Rivera, D.P. (1996). Using cooperative learning to teach mathematics to students with learning disabilities. Spring LD Forum Council for Learning Disabilities. Retrieved January 22, 2004 from: http://www.ldonline.org/ld_indepth/math_skills/coopmath.html

Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Mastropieri, M., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R.T., Talbott, E. (2001). Can middle school students with serious reading difficulties help each other learn anything? Learning Disabilities Research and Practice, 16(1), 18-27.

Maheady, L. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial & Special Education, 22(1), 4-15.

About PALS (n.d.). Retrieved January 22, 2003 from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html

About PALS: PALS math (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#math

About PALS: PALS reading (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#reading

Salvin, R.E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.

Schrader, B., & Valus, V. (1990). Disabled learners as able teachers: A cross-age tutoring project. Academic Therapy, 25, 589-597.

Steinberg, L., Dornbusch, S.M., & Brown, B.B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.

Stephenson, P. & Warwick, P. (2002). Peer tutoring in the primary science classroom. Investigating: Australian Primary & Junior Science Journal, 17, 11-14. Retrieved May 20, 2003 from: http://search.epnet.com/direct.asp?an=5053847&db=tfh

Topping, K. (1988). The peer tutoring handbook: Promoting cooperative learning. London: Croom Helm.

Utley, C.A. & Mortweet, S.L. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29(5), 1-23. Retrieved February 24, 2004, from EBSCO Database.

Wentzel, K.R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.

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Using Peer Tutoring to Facilitate Access

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Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).

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Birbili, M. (2007). Mapping Knowledge: Concept Maps in Early Childhood Education . Retrieved November 4, 2008.

Council for Exceptional Children, the Division for Learning Disabilities (DLD) and the Division for Research (DR). Graphic Organizers: Power Tools for Teaching Students with Learning Disabilities (528K PDF)*.

Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association of Supervisors of Curriculum Development.

Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum.

Noyd, Robert. (1998). A primer on concept maps. USAFA Educator, 7(1).

Schroeder, N.L., Nesbit, J.C., Anguiano, C.J. et al. Studying and Constructing Concept Maps: a Meta-Analysis. Educational Psychology Review 30, 431-455 (2018). https://doi.org/10.1007/s10648-017-9403-9

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A concept map is a visual organizer that can enrich students' understanding of a new concept. Using a graphic organizer, students think about the concept in several ways. Most concept map organizers engage students in answering questions such as, "What is it? What is it like? What are some examples?"

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Have you ever taught a math lesson that seemed to be going well-with students active, engaged and producing the right answers-but when you ask kids to explain the reasoning behind their work, they clam up or veer off on a tangent?It happens to the best of us, which is why it's so important to be intentional with our questioning and to think about not only the types of questions we are asking but also the pattern in which we're asking them.

Below we've rounded up eight tips to help you focus your questioning and, by doing so, deepen students' mathematical reasoning.

Don't let "information gathering" questions dominate your lesson.

These are answer-seeking questions such as "What is the formula for finding the area of a rectangle?" "When you write an equation, what does the equal sign tell you?" While these questions have their time and place (they help to establish what students know), they don't reveal higher-order thinking or reasoning.

Ask probing questions that require students to explain, elaborate or clarify their thinking.

This includes articulating the steps they took to solve a problem or complete a task. For example, "As you drew the number line, what decisions did you make so that you could represent seven-fourths on it?" "Can you show and explain more about how you used a table to find the answer?"

(Source: Minds in Bloom)

Give students adequate time to respond.

Research has shown that we often give students less than five seconds to answer a question in math class! When we move so quickly, we lose the chance to see how students are making sense of mathematics.

Ask students to make the mathematics visible.

By this we mean discussing the connections between mathematical ideas and relationships. For example, "How does that array relate to multiplication and division?" "In what ways might the normal distribution apply to this situation?"

Encourage reflection and justification.

These questions reveal deeper understanding of students' reasoning and actions, including making an argument for the validity of their work. For example, "How might you prove that 51 is the solution?" "How do you know that the sum of two odd numbers will always be even?"

(Source:@TEACHHEATH)
Avoid "funneling" the conversation.

This means landing on a desired conclusion in advance and giving little attention to student responses that veer from the desired path. You may be focused on students arriving at a particular answer, for example, or using a certain strategy to the exclusion of others. In a funneling question pattern, the focus is often on information gathering with one or two higher-order questions at the end.

Try "focusing" your questions instead.

While funneling question patterns are rigid and preset, focusing questions attend to students' needs and are open to being investigated in multiple ways. A focusing question pattern blends information gathering, probing, reflection and justification. It involves asking students what they notice and encouraging them to communicate their thoughts clearly.

This video case study shows the difference between funneling and focusing questions in action.

Encourage students to ask questions of one another.

It is much easier to facilitate a focusing question pattern when you are not the only one in the room directing conversation. Encourage students to support, challenge and question one another. For example, "Why do you think that?" "Could you have solved the problem in a different way?"

You may find that students' own questions take the conversation to a level you never imagined reaching!

(Source: Making Shift Happen)

This article is adapted from the NCTM publication Principles to Actions: Ensuring Mathematical Success for All.

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8 Ways to Pose Better Questions in Math Class - We Are Teachers

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It's so important to be intentional and to think about not only the types of math questions we are asking but also the pattern in which we're asking them.

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Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A Models Approach, 3rd edition. Boston: Allyn & Bacon.

Lyman, F. (1981). "The responsive classroom discussion." In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education.

Rasinkski, T., & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult. Englewood Cliffs, NJ: Merrill/Prentice Hall.

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Think-pair-share is a cooperative learning strategy where students work together to solve a problem or answer a question about an assigned reading.

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Metacognition is the ability to think about your own thinking. 'Meta' means beyond and 'Cognition' means thinking. So, metacognitive strategies involve reflecting on and regulating how you think.
Having this skill is essential for improving your own productivity and effectiveness at school or work.

When we apply metacognitive strategies, we become better learners. We can control not only our thoughts but also our actions much more effectively.

The following meta cognitive strategies are used regularly as teaching strategies to help people learn better.

Read Also: What is Flavell's Metacognitive Theory?

1. Self-Questioning

Self-questioning involves pausing throughout a task to consciously check your own actions.

Without self-questioning, we may lack humility and awareness of our own faults.

Most importantly, we would not be able to improve because we never took the time to ask ourselves important questions like:

Is this the best way to carry out this task?

Did I miss something? Maybe I should check again.

Did I follow the right procedure there?

How could I do better next time?

Am I looking at this task the right way?

How can I do a better job at thinking about what I'm doing?

Good students question their actions both while they're completing the task and after finishing it (see also: 'reflection').

2. Meditation

Meditation involves clearing your mind. We could consider it to be a metacognitive strategy because meditators aim to:

Clear out the chatter that goes on in our heads.

Reach a calm and focused state that can prime us for learning.

Be more aware of our own inner speech.

Meditation for children is becoming increasingly popular in schools because educators can see the value of this task for helping students achieve greater self-awareness in the classroom.

3. Reflection

Reflection involves pausing to think about a task. It is usually a cyclical process where we reflect, think of ways to improve, try again then go back to reflection.

Reflection is metacognitive only if you consciously reflect on what your thought processes were and how to improve upon them next time.

There are many models of reflection with varying steps. Most reflective cycles have at least the following phases:

A task is planned.

You attempt the task.

You look at how you did the task.

You come up with things you did well and areas for improvement.

You plan the next task, with a focus on improving on your weaknesses.

You try again ...

You reflect again ...

And so on.

Once you become skilled at reflection, you may also reflect while doing a task so that you can make adjustments to your thinking processes as you go. We call this sort of reflection reflection in action (as opposed to reflection on action).

4. Awareness of Strengths and Weaknesses

Central to metacognition is a person's capacity to see their own strengths and weaknesses. Only through looking at yourself and making a genuine assessment of your weaknesses can you achieve self-improvement.

One way to start looking at your strengths and weaknesses is to use a SWOT chart.

A SWOT chart is a chart with four sections:

Strengths: write down what you perceive to be your strengths as a learner.

Weaknesses: write down what you perceive to be your weaknesses as a learner.

Opportunities: identify opportunities you may have to improve your cognitive skills in the coming weeks or months.

Threats: identify potential threats that may prevent you from improving your cognitive skills in the coming weeks or months.

5. Awareness of Learning Styles

Learning styles theories such as Gardner's Multiple Intelligences and Learning Modalities theories argue that different people learn in different ways.

For example, you may feel you are better at learning through images than reading.

Some common learning styles include:

Visual: A visual learner learns best through images, graphics, TV documentaries and graphs. They are good at identifying patterns and matching complementary colours.

Auditory: A visual learner learns best through listening rather than watching or reading. They enjoy being read stories and listening to podcasts.

Kinesthetic: A kinesthetic learner learns best through movement. They like to learn by doing things rather than reading or listening. They are active rather than passive learners.

Logical-Mathematical: People who are logical-mathematical learners are good at using reasoning to find answers. They are good with numbers but may struggle with subjective issues in the humanities.

Interpersonal: An Interpersonal learner loves learning through social interaction. They're good at group work, have high emotional intelligence, and can compromise to get their job done.

Intrapersonal: An intrapersonal learner is someone who likes to mull things over in their own heads. They're happy to learn in silence and isolation and may find working with others to be a distraction (see: intrapersonal communication skills).

If you are aware of how you learn (i.e. the way your brain processes information!) you may be able to use your strengths and work on your weaknesses more efficiently.

6. Mnemonic aids

Mnemonic aids are strategies you can use to improve your information retention. They involve using rhymes, patterns, and associations to remember.

They work by adding context (additional or surrounding information) to a fact to help you to recall it.

My favorite example of using mnemonic aids is for remembering names.

You might remember a name in one of the following ways:

Rhyme: You meet a singer named Tom. You tell yourself "Tom would sing a song before long." Now, next time you meet Tom the singer, you might be able to recall your rhyme to remember both his name and profession!

Association: I have a sister named Vanessa. I always remember people named Vanessa because my head says "Oh, she has the same name as my sister!" every time I meet a Vanessa.

7. Writing Down your Working

Most people will recall in high school math classes their teacher saying: "I want to see your working so I know how you got to your answer."

This teacher is ensuring you are employing the right thinking processes and can show others how you went about thinking about the task.

When you become an expert at a topic you tend not to think about your thinking. We sometimes call this "unconscious competence", which is the fourth stage of learning in the learner competence model.

8. Thinking Aloud

Lev Vygotsky (a central figure in the sociocultural theory of education) argues beginner learners tend to think aloud before learning to think inside their heads.

The benefit of sociocultural theory's strategy of thinking aloud is that it makes you really think. You have to talk through what your brain is doing, making those thinking processes explicit.

Teachers will often ask students to speak out loud about what they're thinking. It not only helps the student be more conscious of their cognitive processes, it also helps the teacher identify areas where the student is going astray.

9. Graphic Organizers

Graphic organizers, also sometimes called cognitive tools, help us to consciously improve our thinking processes. They assist us in:

Organizing our thoughts.

Creating connections between things we know.

Thinking more deeply about something.

Visualizing processes and procedures.

Examples of graphic organizers include:

The ideal graphic organizer will allow us to spill our thinking out onto a sheet or screen and shuffle and sort our thoughts to help us organize our minds better. By using a graphic organizer, we are more effectively thinking about our thinking.

10. Regulation Checklists

A regulation checklist can either be task-based or generalized.

A task-based regulation checklist is usually created before a task begins. It will:

List the thought processes required to succeed in the task.

List the observable outcomes of higher order thinking linked to the task.

List the checkpoints during the task where people should pause to reflect on their thinking.

A general regulation checklist provides regulation strategies that can be used across any normal task, such as:

Reminders to pause and reflect-in-practice at regular intervals.

Prompts to remind students to think about what strategies they are using and whether they are appropriate for the task.

Self-questioning prompts to remind students to question their choices.

Quick charts and questionnaires to help people focus on their developments such as KWL charts.

11. Active Reading Strategies

Active reading strategies are strategies that ensure you are concentrating while you read and actually comprehend the information.

Examples of active reading strategies include:

Underlining text: Underline key or important bits of information to highlight their importance in your mind.

Using a ruler to read: place a ruler under the sentence you're reading to help you focus on that line.

Scan for the main ideas: In informational texts, you can scan for the information you need. Pay close attention to subheadings that give you a clue about where you will find the key information.

My favorite approach to active reading is the reciprocal teaching approach. This approach emphasizes four more strategies:

Questioning: Ask yourself questions or ask your friends questions to check comprehension.

Summarizing: Try to sum up the page you just read in one or two sentences to check for comprehension before moving on.

Predicting: Try to predict how a story will go by looking at the pictures on the cover.

Clarifying: Ask for clarification from friends or a teacher when you don't understand rather than just moving on.

12. Active Listening Strategies

Active listening strategies are strategies students use to ensure they are listening attentively.

Some examples of active listening strategies include:

Turning your body to directly face the speaker.

Making eye contact.

Asking questions.

Nodding when appropriate.

Repeating what was said to you.

Teachers can directly teach and model active listening strategies to help students develop these metacognitive skills and internalize them for future use.

13. Planning Ahead

When we plan ahead, we often have to think about how we'll go about a task. We might call it our "plan of attack".

Planning ahead involves thinking about what we're going to do in order to complete a task. During your planning phase, you might make decisions such as:

Deciding what strategies you'll use when your task, competition or activity begins.

Tossing up a range of different thinking skills you might use when approaching a task.

Reminding yourself not to make the same mistakes you made last time.

Preparing some tools that will help you keep your thinking on track, such as preparing graphic organizers.

Get a Pdf of this article for class

Final Thoughts

When learners "think about their thinking" they are more capable of self-improvement. Metacognitive strategies can be learned, practiced, and made into habits in order to improve learning, studying, and thinking skills into the future.

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13 Examples of Metacognitive Strategies (2023)

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Examples of metacognitive strategies include: (1) Self-Questioning, (2) Meditation, (3) Reflection, (4) Thinking Aloud, (5) Active Listening, (6) Menemonic aids.

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#5: Group Evaluation Form

The group evaluation form allows students to express their feelings about working in a group. It does not have to be complicated. Simply asking students to write about areas of strength and weakness should be sufficient. Additionally, filling out a group evaluation form is also a great outlet for students who may feel frustrated by their fellow group members.

#6: Self Reflection Rubric

A self reflection rubric gives students a chance to record how they felt about their performance during the reciprocal teaching process. Requiring students to complete a self assessment incorporates skills such as critical thinking, personal responsibility, failure, adaptability, and more. Learning how to successfully reflect on the learning process is a skill that reaches far beyond the process of reciprocal teaching.

The time it takes to create your own reciprocal teaching tool kit will pay off when your students remain on-task and focused for the duration of the lesson. If you don't have time to prepare your own reciprocal teaching tool kit, click on the image or link below to download a complete kit from Literacy in Focus on TpT. As an added bonus, if you have access to technology, a digital version to use in your Google Classroom is included!

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6 Tools for Stress-Free Reciprocal Teaching

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Make your reciprocal teaching experience stress free with these six tools. Simplify the reciprocal teaching process by incorporating job cards, student groups lists, a guided student worksheet, reciprocal teaching rubric, group evaluation form, and self reflection rubric.

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Direct instruction refers to an instructional approach that is teacher-centered. Lessons are structured and involve the teacher disseminating information to students in a unidirectional path.
An example of direct instruction is the traditional lecture format in universities. The teacher lectures regarding a specific topic while students diligently take notes.

Although this may be what most people think of when hearing the term "direct instruction", it is actually a quite narrow definition.

Direct instruction encompasses a much broader array of teaching techniques. For example, using a video to convey key points in a lesson is also direct instruction because it is the teacher that selected the video.

In practice, teachers incorporate a degree of direct instruction in most lessons, even when they involve other instructional strategies.

Direct Instruction Examples

1. SMART Learning Objectives
Learning objectives are specific statements regarding what students should be able to do or an action they should be able to perform at the end of the lesson.
Identifying learning objectives is an excellent way for teachers to align instructional content with curriculum standards and assessment procedures.

Because objectives are determined by the teacher, this is considered an example of direct instruction.

Learning objectives should be guided by SMART, which stands for:

Some modern educational approaches allow students to set their own learning objectives.

This helps students feel empowered and increases their sense of responsibility for their own learning.

However, there are many instructional scenarios where it is best that the teacher identifies the learning objectives.
See More: 55 Learning Objectives Examples
2. The Detailed Class Outline
Some teachers and professors like to write a detailed outline on the board before starting class. The outline identifies the main subjects of that day's lesson and the various facts and concepts associated with each heading.
This helps organize the information for students. They can see how the different concepts are grouped together and relate to other key subjects.

Seeing how material is organized is extremely important for understanding, especially if there are many similar concepts involved.

The more complicated the subject, the more valuable the outline.

Outlines can also contain examples. This allows students to process information more deeply and provides context for abstract concepts.

A conclusion at the end of the outline provides a summary of key points and highlights main concepts.

3. Think Aloud When Working Through Computations
Math is an intimidating subject for many students. Especially high-level subjects such as Calculus. Those computations can get quite complicated. For a lot of students, teachers simply go through the calculations too quickly; they just can't follow along.
This is why thinking aloud is a form of direct instruction teachers can use that can be extremely effective.

When the teacher thinks aloud as they go through each step in the line of a complex equation, it has several benefits.

First, it helps students understand the logic behind each particular step and how the teacher eventually arrived at the solution. This leads to a much clearer understanding and a deeper level of processing.

Secondly, by thinking aloud, the teacher will go at a pace that is more appropriate for students.

In most cases, the teacher has performed those calculations so many times that they really don't have to think about what they are doing. This can lead to them going far too fast for beginners.

Thinking aloud forces the teacher to go at a much more reasonable pace.

4. Modeling Techniques in Art Class
Showing students how to perform a certain action is called modeling. It is an example of direct instruction completely controlled by the teacher. The teacher slowly and methodically displays the movements that are needed to obtain the desired results.
Modelling is a fundamental teaching technique in art class. Showing students how to create a specific effect by turning the brush a certain way and applying a certain degree of pressure are key to students developing those skills themselves.

The art teacher will often model the stroke and think aloud simultaneously so that students understand how the action is executed.

Although students could also learn by experimenting and exploring on their own, it is far more efficient to receive direct instruction from an expert.

5. Demonstrations in Physics
Concepts in physics are usually abstract and complex. Hearing an instructor's explanations can sometimes be confusing and difficult to follow, especially if there is a lot of technical jargon involved.
This is when demonstrations can be very helpful. Seeing abstract concepts in action in the physical world facilitates student understanding.

For example, using a wind tunnel to demonstrate aerodynamic properties will help students see with their own eyes how the mathematical formulas function in the real world.

A good demonstration will involve the teacher adjusting variables to show how different results are obtained. The angle of a wing could be changed from one demonstration to the next so that students can see how important that factor is in effecting lift or direction.

During the demonstration, the teacher provides the appropriate explanations of what is happening.

6. Instructional Chunking
Chunking is a term used in teaching to refer to the breaking down of complex tasks into steps. It can be a form of direct instruction when the teacher asks students to complete one step, then the next, then the next, in very explicit order.
To ensure students are learning, the teacher will pause at certain key points and walk around the class. By checking on each student's progress, they can help students that need guidance and ensure that everyone is on the same page.

This is a form of direct instruction when the instructor chooses the information to be learned, the specific steps in the lesson, and provides explicit verbal instructions while taking the students through the necessary steps. The students don't get a chance to go off in their own creative direction.

7. The Gradual Release of Responsibility Model
Although it is tempting to try to put a single label on any given instructional approach so that it is easily classifiable, the reality is that any one lesson may contain elements of several methodologies. Case in point: The Gradual Release of Responsibility model.
Gradual release of responsibility involves the teacher transferring responsibility for learning from themselves to the students (Fisher & Frey, 2013). The model contains four stages:

I Do...teacher models the lesson objective

We Do...guided instruction involving teacher and students

You Do Together...collaborative learning in small groups or pairs

You Do Alone...students practice independently

The first step is direct instruction where the teacher models the goal behavior and provides the necessary verbal explanations.

Gradually, the students take more control of the learning process until they are able to perform the tasks without assistance.

Gradual release of responsibility is another great instructional strategy for any teacher's toolbox.

8. As Preparation for Experiential Activities
Experiential learning involves students participating in an activity that requires the use of specific skills or abilities. Students engage in hands-on activities that give them an opportunity to learn those skills by practicing. It is often called "learning by doing".
Before the activity is begun, the teacher usually provides direct instruction regarding the objectives, the process, and what skills will be exercised.

Sometimes those instructions are brief, but sometimes the activity requires more detailed explanations. So, the teacher may need to define key concepts or even demonstrate specific skills.

Although the teacher does not play a central role in the experiential activity itself, they help students prepare for the lesson by directing their focus on key elements of the learning objectives.

9. Teaching Phonics
There are many techniques to teach phonics to young learners, and most involve direct instruction.
The teacher has to model the sounds that each letter makes first so that children will understand what those lines on paper actually represent.

Once the basics have been learned, then the teacher can move to the next step and teach students how to read simple CVC words.

A demonstration is the first step. The teacher will point to each letter, pronounce it, and then put all the letters together to produce a single word.

10. Scaffolding
Scaffolding is when the teacher arranges the sequence of learning steps so that each one builds upon the skills obtained at the previous stage. It inherently involves teacher instruction and guidance followed by student-centered work.
While scaffolding is seen as a student-centered approach, it does nonetheless have direct instruction features. The teacher needs to be there to help and instruct the student through a task, and only once the student understands, can the teacher start withdrawing support and allowing the student to take the lead.

Although the concept of scaffolding originates from Vygotsky's Zone of Proximal Development (ZPD), the term comes from Dr. Jerome Bruner, who defined scaffolding as a process "that enables a child or novice to solve a task or achieve a goal that would be beyond his unassisted efforts" Wood et al. (1976, p. 90).

Pros and Cons of Direct Instruction

Clarity: Instruction is clear and explicit, which helps the students to know exactly what to do and doesn't miss any steps.

Passive learning: The student starts off as a passive learner. They sit and listen to the teacher rather than actively completing a task.

One-to-many: Direct instruction often takes place in one-to-many instructional settings like university lectures, which can help get information to a large group at one time.

Teacher-Centered: It mostly involves the teacher talking and guiding, meaning it can be harder to receive feedback from students.

Replicable: Direct instruction tasks can be repeated over and over again because they're often in the form of a list or recipe that has clear guidelines.

No Trial and Error: Constructivist theory holds that students should learn through trial and error rather than simply following pre-set directions.

Recordable: As direct instruction is mostly teacher-centered, it can be recorded and replayed over and over again for students.

Lacks verbal exchange: Sociocultural theory holds that students often learn best through verbal exchange where they can talk through nuances, while direct instruction doesn't allow the back-and-forth required for contextualized learning to occur.

Conclusion

Direct instruction may be teacher-centered, but in many instructional scenarios, it is an absolutely necessary first step.

Teachers use direct instruction when they identify learning objectives, provide students with an outline of the day's lesson, and model or demonstrate abstract concepts.

Direct instruction can also be applied as a first step to set the stage for another instructional approach. For example, a teacher may define specific concepts needed for an experiential activity.

Gradual release of responsibility starts with direct instruction and then gradually transfers the instructional focus to the students until they can perform independently.

Direct instruction is both necessary and valuable in just about any learning scenario.

References

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longmans, Green.

Chatterjee, D., & Corral, J. (2017). How to write well-defined learning objectives. The Journal of Education in Perioperative Medicine: JEPM, 19(4), E610.

Fisher, D., & Frey, N. (2013). Engaging the adolescent learner: Gradual release
of responsibility instructional framework. Newark, DE: International Reading Association.

McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, 40(6), 331-337.

Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100.

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Dave Cornell (PhD) and Peer Reviewed by Chris Drew (PhD)

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Direct instruction refers to an instructional approach that is teacher-centered. Lessons are structured and involve the teacher disseminating information to

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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This GeoGebra grid "paper" is useful for online explorations and the creation of accurate grid paper figures. If you're looking for printable PDF special papers, I share some here.

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Online grid paper, useful for explorations including area, polyominoes, and any time you need really straight lines.

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If you teach elementary math, then you have probably heard plenty about the concrete, representational, abstract sequence of instruction. It's usually shortened to CRA. The...

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Let's Rock Math! Watch the world's best math music videos completely ad-free. NUMBEROCK Math songs are for elementary teachers and students in grades K-6.

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TextProject is the only website with student texts and teacher guides based on the science of reading-available for free download. Download our research-based, open-access resources for teachers, teacher educators, parents, tutors, and students.

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The 60-Second Civics podcast and Daily Civics Quiz provide a quick and easy way for learners of all ages to deepen their knowledge of the American constitutional system. Each episode is accompanied by a brief and entertaining video that explores the fundamentals of American government.

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In this new Private i History Detectives unit, Elementary students analyze primary sources to discover how Constitutional Amendments attempted to address slavery's wrongs, how the courts challenged unfair laws, and how individuals and groups fought for civil rights.

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The ultimate goal of education is to mold young people into well-rounded individuals. That often includes making sure that the teaching and learning process flows as smoothly as possible.

In theory, your role as a teacher is to plan and deliver your lessons, and everything will fall into place.

Unfortunately, theory doesn't always apply in the real world. Truth be told, getting children to settle down and behave as expected is often a job and a half.

That's where positive behavioral management strategies shine.

Let's talk about some behavior management strategies you can tap into to enhance student behavior and allow teaching and learning to proceed as planned.

1. Maintain a Routine

Having a set routine is an important behavior management tool that helps to establish guidelines and behavior expectations.

A routine ensures that students know what's coming next, so you'll spend less time giving out instructions-freeing up time to do the real work.

Include the students in establishing a class schedule that works for everyone and give them responsibility for some routine tasks.

Don't leave out the notoriously disruptive students in your schedule-more often, a sense of responsibility can help reduce behavior issues.

When a student starts to slide out of your planned routine, use non-verbal cues like hand gestures to remind students of what they should be doing. Avoid verbal cues to keep the lesson flow uninterrupted.

2. Set Rules Together With Students

Just like a routine, rules help improve student behavior. However, if the classroom teachers set the rules themselves, the class may reject them.

That's why it's important to have an audience with your class to help set the rules.

When children take ownership of the rules, peer pressure works in your favor to enforce them and improve behavior management.

Also, have a guideline for how infractions will be dealt with. These guidelines help remove the feeling of being punished, so students will know what to expect when they're called out about their behavior.

Remember to enforce the guidelines impartially and consistently. If you slack on the enforcement even once, you create a loophole that everyone will want to take advantage of.

It's also important to remember not to discipline the whole class for one student's infractions. For example, disrupting class proceedings to deal with one student. This will likely alienate the whole class, who will feel wrongfully punished.

3. Create Stimulating Lessons

Imagine sitting through a meeting where the facilitator drones on for hours on end. You will probably start fiddling with your keys or just zone out right in the middle of it.

That's exactly how students feel when lessons aren't exciting. Monotonous classes are sure to bring out the worst in your students. To get rid of bad behavior, make your class activities as exciting and stimulating as possible.

Structure your activities to engage and involve your learners throughout the lesson. Strive to allow your students to uncover knowledge with practical activities.

Most importantly, vary your teaching methods, use plenty of aids, and make the work as interactive and fun as you can.

You can draw the attention of younger students by incorporating games and using plenty of actions in your learning time. With older students, try to stay relatable, for example, by referencing modern music or movies.

4. Use Positive Language

Negative language has a way of reinforcing the wrong behavior. Typically, kids like to do what they are told not to do. So, rather than create a vicious cycle of behavior challenges, use positive language.

For example, instead of saying, "Stop throwing those paper airplanes," you can say instead, "Can we all focus and pay attention, please."

Positive language makes the students feel respected, leading to better behavior.

Plus, positive language will encourage the kids to start speaking positively. For example, instead of saying, "This work is too hard for me," they will begin to say, "I can try my best."

It's also important to keep your body language positive. Smile more and frown less often. Model the behavior you want to see in your students. Studies have shown that students learn from the language and behavior that educators display.

Some of the outcomes of positive language approaches include:

A safe learning environment

A sense of responsibility

Self-discipline

Self-motivation

5. Develop a Relationship With Your Students

Get to know your students individually. Take time to find out their interests and dislikes. If your lessons are centered around what the learners like, you will find it easier to keep them engaged.

Also, knowing your students will help you identify some triggers for behavioral problems. For example, if a student suddenly starts lashing out and talking over you in a lesson, they may be going through some personal problems at home or facing issues like bullying at school.

If you know a bit about the child, you may be able to figure out the root of the problem. Instead of punishing the bad behavior, you can talk to the student or point them in the direction of help; for example, get them to see the school counselor.

One way of developing a good relationship with your class is by speaking positively about them to their parents and administrators.

Use notes and calls to update their parents on their positive behavioral changes. Or have the principal or a senior administrator drop in to commend their good behavior. Your students are more likely to feel like you are looking out for them and continue to improve.

6. Adjust Your Scoring Methods

Getting an "F" on an assignment is demoralizing. Typically, students who get poor marks are disruptive in class and deliberately fall short of behavior expectations to deflect from the real issue.

If you are dealing with a similar scenario in your class, use a less standard scoring method for grading classwork.

For example, instead of grading a paper with a specific score, simply put check marks where they got it right and point out areas of improvement. This unconventional grading can help reduce the overwhelming feeling of poor grades.

You may also turn it into a game. Use points to grade papers and give some rewards when a student reaches a specific number of points. Treating scores like a fun game helps motivate students to focus and improve their scores.

Developing a Positive Behavior Management System for Your School

Many years ago, the trusted classroom management approach was authoritarian. Teachers routinely meted out punishment or used stern warnings to keep the class in line. However, this method has been proven to have many shortcomings.

For one, it breeds an atmosphere of fear, hindering kids from making progress in their studies. Secondly, studies have shown negative long-term effects like behavioral problems, low self-esteem, or depression.

That's why turning to positive behavior management techniques is critical. Positive behavior focuses on understanding your students, becoming a role model, and promoting wholesome behavioral development.

Imagine this scenario: a child is hanging from a tree cursing at his grandma, refusing to get into school. The principal's office is bursting at the seams with pupils in trouble for one infraction or the other, and it's not even time for recess yet!
Sounds incredible?
That's what Dr. Michael Perry had to deal with in his first year as principal at Critzer Elementary in Virginia.

But then, Positive Action came to his aid with a curriculum designed to instill positive behavioral change, plus training for educators in using positive behavioral management in the classroom.

The result was a phenomenal decrease in behavioral problems, safe classrooms, and thriving learners.
"Four years later, Critzer is profoundly transformed. The school is fully accredited, meeting and exceeding federal, state, and local standards. It ranks among the highest academic performing schools in its district, and halfway through this year there have only been two suspensions."
If you're facing behavioral problems in your school, turn to Positive Action.

Positive Action offers a full curriculum package, counselor kits, and school climate kits designed to help teachers, students, and school leaders to implement positive behavior management systems.

For a comprehensive turnaround of your school, contact Positive Action today.

Positive Action's programs are tried and tested.

Most importantly, all packages are engaging, easy to use, and set to transform the classroom and school environment to help shape your learners into well-behaved positive thinkers, and well-adjusted individuals.

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6 Behavior Management Strategies for Your Classroom in 2023

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Get ahead of the game with these upcoming trends and strategies for classroom behavior management. Learn to tackle the challenge of social awareness head-on and make your students thrive!

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Here is a sampling of strategies that teachers can use either to head off or to provide consequences for low- to medium-level student misbehavior: Break student tasks into manageable 'chunks': Students may misbehave to escape activities that they find too hard or tedious.

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SplashLearn Blog - Educational Resources for Parents, Teachers & Kids

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30 Best Classroom Management Strategies for Better Engagement

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Classroom management strategies improve education standards while elevating your teaching potential. Implement these strategies & regulate classroom activities.

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SplashLearn Blog - Educational Resources for Parents, Teachers & Kids

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