I’m reading Teaching With the Brain in Mind and realized how my weekly Puzzlements mailer has some great connections to a brain-friendly classroom! The author, Eric Jensen, writes about creating a safe classroom in which the brain can learn. Here are a few notes I’ve made. Novelty Jensen explains how the brain loves new things. […]
All AboutBetter Teaching
Helping you to hone your craft, improving the art and science of teaching.
It’s easy to be miserly and hold onto every resource, thinking it might be the last. But I’ve learned that what I have can grow – when I use it well. The same is true of our classroom resources.
When I see successful lessons, I’m almost always most impressed with how the teacher has set the stage for success. When I look back on my biggest failures, it was almost always a lack scaffolding that caused the problem. Expectations and scaffolds are vital to classroom success.
It’s so easy for the daily chaos of suddenly urgent tasks to overwhelm what really matters. How can we better focus on those long-term, important tasks?
The Curse of Knowledge: once you know something, it’s hard to think from the perspective of someone who doesn’t know it. And the more you know, the harder it gets.
Asking questions is such a basic tool of teaching, yet how many of us have ever been taught to ask good questions? In this opening to a series about questioning, we’ll explore how to get students asking each other questions.
I’m sure, as a teacher, you wonder about your students’ honest feedback. You’d like to know what they really think, but formal, anonymous evaluations from students are probably pretty darn scary. Here’s a much simpler way to get started…
One comment I hear that really breaks my heart is: “My students couldn’t do that.”
Sure, students use a lot of technology, but that doesn’t mean they use it correctly, completely, or competently. Kids have an improvised tech-literacy in the same way a bright child might have an improvised ability to read before starting school.
Why “is this good?” is driving me mad.