My sophomore year of college, I walked into my first psychology class, briefly heard from Dr. Bryan Saville (the professor), and participated in a type of learning I had never before experienced in college or in my PK-12 education. Little did I know I would end up majoring in psychology, Dr. Saville would become my thesis advisor, and my thesis research topic would focus on this unique structure known as interteaching.
In the United States, around 3 million students graduate from high school each year. About 67% of them, or around 2 million students, enroll in college the following fall. Whether a student is one in over 2 million applying to colleges or one in over a million applying for jobs, life beyond high school is incredibly competitive. Throughout the application process students often feel an immense amount of pressure and stress. Here are several ways you can help students explore their interests and stand out from the crowd throughout high school and thus reduce their overall anxiety when considering their future college or career.
In the midst of a lesson, an inclusion teacher (or co-teacher) is often considering two different needs for each of their students: (1) the strategies to implement so that each student reaches their Individualized Education Program (IEP) goals, and (2) the accommodations to provide so that each student accesses and comprehends the current lesson. Inclusion teachers must use a variety of approaches in order for their students to successfully achieve their individualized goals and master the daily lesson objectives. Here are 4 approaches to add to your repertoire.
The teacher’s to-do list is never-ending; thus, using organization systems and time management strategies is a necessity. Over the years I have purchased so many planners, clipboards, and notepads that I wish I would have purchased stock in Office Depot. Ultimately, I have realized that it works best when I create my own templates and use those throughout a school year. So, here are three tips, with downloadable resources, for staying organized and managing your time well.
Teachers have a plethora of tools in their metaphorical toolkit, and often utilize many of those tools on an hourly basis. Some of these tools are taught in teacher education programs; however, many “tools” are acquired through experience and ongoing professional development once teachers are in the classroom.
Have you ever been grading a stack of papers and found yourself wondering, “How did my students perform so poorly? I really thought they knew this material!” I have found that moments like these can often be answered with the recognition that I did not check for understanding (CFU) enough throughout the unit or within each lesson.