Back to School: 10 Ways Teachers Can Prepare
At Scholastic, we believe that the development of robust literacy skills is at the very heart of empowering children to thrive in school back to School: 10 Ways Teachers Can Prepare in life. That’s why we create literacy solutions that support the whole child—in the classroom, at home, and in the community. For nearly 100 years, we’ve partnered with districts and schools to inspire lifelong readers and learners. Watch as we continue on our mission to open a world of possible, and bring our message of comprehensive literacy to you — one school at time, and one child at a time.
We provide targeted solutions for use in every area of the literacy block, featuring a wide range of authentic text and research-based instruction. Our wide variety of programs can be used in conjunction with existing materials or together as an integrated literacy framework. High-quality leveled texts and instruction to help all students become strategic and independent readers who love to read. Students engage with a mix of authentic fiction and informational texts that builds academic vocabulary. Create a rich literacy environment with contemporary favorites, treasured classics, and culturally responsive and bilingual titles.
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Educators need the right professional learning partner to help create the highest quality instruction for students and build effective family-school partnerships. Our literacy specialists are educators and education leaders who bring a deep knowledge of the theory and practice needed to elevate instruction. Scholastic Professional is known for must-own titles from leading author-experts committed to helping all teachers fulfill their professional learning needs. Scholastic Literacy Specialists provide individualized support and focused strategies side-by-side in the classroom to help teachers build confidence and experience success.
Scholastic’s commitment to children does not stop at the school door or end after the bell. Following the latest research trends, we build the capacity of school staff to work with families and community partners to support the whole child—all day and all year. Our expert consultants provide professional learning and coaching to help you design and implement a comprehensive system for addressing barriers to learning so all students have a chance to succeed. Assess how to welcome families in your school and in the learning process.
Includes baseline data and prioritized recommendations. Classroom Magazines Scholastic Magazines and digital learning extensions covering the latest topics across the curriculum to enhance instruction. Conferences, seminars, and events where we will be attending, speaking, or sponsoring. Scholastic Professional is known for must-own titles from leading author-experts. Our experts are committed to helping all teachers fulfill their professional learning needs, and helping all students achieve their academic goals.
This kit guides you and your students in rich discussion and literary analysis. Created to foster social and emotional learning, this inspiring collection is a powerful and timely resource for today’s classroom. Is your school prepared for emergency? If you’re like most of us, the answer is no, you’re not as prepared as you would like to be.
This free, self-paced membership program begins with a self-assessment of your level of preparedness to reveal areas for improvement and helps you track your school’s progress in increasing your preparedness through a customized, OSHA compliant Emergency Action Plan. As a Ready Rating member, you will also gain access to a Resource Center with additional information and tools to prepare your school. In an emergency, your teachers and other staff may be called upon to help ill or injured students. Are they equipped with the skills and confidence they’ll need? As the leading provider of OSHA-compliant health and safety training, the Red Cross can help your team prepare for a crisis. Be sure you’re Red Cross Ready. Creating a household evacuation plan that includes your pets.
Staying informed about your community’s risk and response plans. Aplicación de Emergencias – ahora disponible en español también! 5 that teaches students about personal and family preparedness and safety skills, local hazards, and basic coping skills. Available in 40 and 60 minute formats, this presentation is perfect for schools, after-school programs, Girl and Boy Scout troop meetings, and more. Presentations are customized to focus on a hazard that is important and relevant to the local community. Fill out this form to request information, request a presentation, or become a volunteer with the program in your area.
For downloadable resources including lesson plans and activity sheets to teach youth of all ages about emergencies and preparedness actions they can take, visit Ready. Resources are available for 4 Levels of youth, and for their parents. Download the cobranded Red Cross and Disney Mickey and Friends Disaster Preparedness Activity Book, which teaches youth how to be prepared and stay safe during disasters. Download the Disney Action Kit to help your students learn what to put inside of their emergency preparedness kit or pillowcase, how to make a family plan, and additional steps to stay safe during an emergency.
The fun way to get prepared for real-life emergencies at home. Support all the urgent humanitarian needs of the American Red Cross. 00 is the minimum online donation amount. Sorry, we didn’t recognize the zip code you entered. It may have been mistyped, or you may have put in a zip code outside the area the American Red Cross serves in the US, its territories and military installations around the world. Student success should be a teacher’s number one priority. For some students, success will be getting a good grade.
For others, it might mean increased involvement in class. Cultivate an academic environment in your classroom by setting high, but not impossible, expectations for your students. Push students to achieve higher standards and they will eventually get there — and along the way, offer lots of praise. One of the key ways to help young children behave at home is to create an effective and consistent schedule for them to follow. Without this type of structure, young children often end up misbehaving. Secondary school students are no different. Classroom management should also become a part of the daily routine.
If rules have been made clear from day one, rules and consequences are posted throughout the classroom, and you consistently tackle any and all problems as they arise, students will fall in line and your classroom will run like a well-oiled machine. Do the same opening activity during the first five minutes of class and the same closing activity the last five minutes so that students know, “OK, it’s time to start class, or, “It’s time to get ready to leave. It could be something as simple as having students get out their classroom materials and sit at their desks ready to begin at the start of class and putting away their materials, sitting down and waiting for the bell to ring at the end of class. If you are consistent with your daily fives, it will become second nature to your students. Establishing routines like this will also help when you need to get a substitute. Students don’t like to deviate from the established norms and will become advocates in your classroom to make sure things run smoothly.
New ideas and research that can enhance your day-to-day teaching become available yearly. Keeping up with the latest information through online forums, workshops and professional journals can make you a better teacher. Bloom’s Taxonomy can also help you move students from basic understanding of concepts to asking more complex questions like: “What happens if? Students need to learn how to go beyond the basic facts: who, what, where and when and question the world around them.
They should be able to explain their answers as to why they feel a certain way about a concept, posit changes they would make and explain why. Climbing the Bloom’s Taxonomy ladder can help students do just that. When you vary teaching methods, you provide students with a greater opportunity to learn. Every student has different strengths and weaknesses. For example, instead of lecturing for an entire 90-minutes class, do 30 minutes of lecture, 30 minutes of work — involving as much music, videos and kinesthetic movement as possible — and then 30 minutes of discussion. Students like it when you change things up and they’re not doing the exact same thing every class period. This might seem obvious, but every year do a gut check concerning the students in your class.
Are there any students you have written off? Are there students who are difficult to reach or who just don’t seem to care? Students can sense your feelings about them, so be very careful with your own beliefs. Regardless of your personal feelings, it is important that you work with each of your students to ensure their success. Act like you want to be at work and you’re happy to be there and see them.
Find out what their hobbies are, take an interest in their personal lives and try to incorporate some of that into your lessons. How to succeed in your class should be easy for all students to understand. Provide students with a syllabus at the beginning of the year that explains your grading policies. For example, if you just toss a C- on an essay but you haven’t edited it or explained why the student got that grade, your student has no buy-in and will likely put little effort into the next assignment. Make students check their grades frequently, or provide them with printouts so they’re constantly aware of where they stand in your class. If they’ve fallen behind, meet with them and create a plan to usher them toward success. Eight Things Teachers Can Do to Help Students Succeed.
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Do You Have the Traits to Be a Successful Teacher or Student? Editor’s note: Katy Farber is a sixth grade teacher in Vermont. She is also an author, speaker and blogger. A big part of the national conversation about education is how to attract the best and brightest teachers to the profession. It is a favorite line of many a politician. While that is well and good, it seems that many policy makers and education experts are missing the point: how to keep good teachers in our nation’s classrooms once they are actually there. With about one-third of our teachers leaving the profession in their first three years, and even higher turnover rates in some urban areas, this is a pressing issue in American education that isn’t getting much attention.
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Why Great Teachers Quit and How we Might Stop the Exodus. Based on my interviews of teachers nationwide, I learned firsthand why teachers are quitting the profession in droves, and personally, I saw it happen to my friend and mentee. The situation has only gotten worse, with layoffs, pay cuts, anti-union sentiment, program cuts and strict mandates that are part of federal education laws. If we are to make any reform or new initiative work in education, we have to create schools that are supportive, humane, dynamic and creative. Provide leadership and growth opportunities for teachers. Many teachers don’t want to be principals, but they do want to stretch, learn and grow. Provide teachers with meaningful opportunities for leadership that are paid, challenging and enriching, such as curriculum planning, mentoring, academic coaching, action research, technology integration and professional development leadership.
Opportunities like these have been shown to increase teacher retention and investment. We know student outcomes improve when teachers are part of professional learning communities. When given time to collaborate, reflect and develop plans to improve on daily, teachers feel more respected, professional and able to adjust and improve their teaching practices. Create humanity in schools for students and teachers.
Other teachers have their schedules created without any thought to how they might be affected. Seek teacher feedback when creating schedules, considering that teachers need to take care of themselves, especially during standardized testing and special events. Solicit teacher feedback and use it in decision making. Many teachers feel powerless, that their voice as an educator doesn’t matter to policy makers at the local, state and national level.
No reform will work unless you have the people actually responsible for implementing it at the table. One way to begin this is for teachers to plan on sending representatives to each school board meeting. That way, they can have a voice in school governance, and report back to staff about issues, concerns and upcoming topics for meetings. For all curricular decisions, changes and plans, seek feedback from teachers throughout the process. Principals and superintendents can empower teachers by calling for their involvement in policy making and providing substitute teachers when necessary so they participate. A team of teachers, administrators and other school staff can improve the climate and community of the school by planning activities that support wellness.
No, I don’t mean more canvas bags with inspirational teaching quotes on them! Many teachers are overwhelmed with paperwork and intense job responsibilities. School leadership can help by streamlining cumbersome paperwork processes, and providing as much clerical support as possible. Wellness funds can be used to improve the school climate and facility, and improve the health of school staff. Create an environment that compensates master teachers who continue to grow, evolve and perform.
Most of the focus on teacher compensation has been raising the entry-level salaries of new teachers. While that is a great step, schools and communities should also create an environment that compensates master teachers who continue to grow, evolve and perform. Many midcareer and master teachers are facing nominal salary increases. There is no one magic bullet for retaining teachers. But we must work to make schools comfortable, creative, refreshing and exciting learning environments if we are to keep our nation’s best teachers in the classroom, providing the highest quality education possible.
This is the elephant in the room. If we keep hiring great teachers, and then forget about them for years to come, many will continue to leave for higher paying, more innovative and better respected careers. What are your ideas for making teaching a more sustainable career? The opinions expressed in this commentary are solely those of Katy Farber.
This will be my 23rd year of teaching. The PA poster forgot to mention that politics in education is horrendous. Having subbed for 7 years in PA because, “You’re just out of college and need experience”, to “You’re such a great teacher and we’d like to give you a job, but. You’ve stuck with our district so long and we need good subs” was really frustrating. Moving south solved the job problem. Teaching the last 15 years in public education proved to be reflective of all of the posts above.
Public education is SO slow to change. Having gotten a Walden masters online recently in Curriculum, Instruction, and Assessment recently was such a rewarding and gratifying process. Being so eager to share all I’ve learned turned out to be a double-edge sword of we want you to tell others, but not make changes in how classroom and schools run. Educational research is pointed in the right direction. Too bad so may stagnant teachers and even more stagnant administrators won’t see that a REAL partnership between home and school and rigorous standards will create a brighter future. I left piles of worksheet copies I was “supposed to” give to students to be “one of the team” behind along with a sign saying “Take over. I’ve been a teacher for going on 17 years.
I seek out professional development and volunteer for leadership opportunities. I’ve been a club sponsor and a coach. I have always taught in low-income, or inner city schools, and continue to do so. I have always taught special education. Being sick has made volunteering, traveling, or doing anything other than go to doctor’s appointments impossible.
(Birth – Age 5)
The only thing I had left in my life that I enjoyed was working with my students with special needs, and now that is being taken away from me as well. I started teaching that I applied for jobs outside of teaching. This was the first time I applied for positions that would take me out of the classroom. She feels she’s “accommodated me enough” and I don’t support her school. I entered public ed after being successfully self-employed for 12 years because I wanted a change and found teaching rewarding. I LOVE teaching, but I have to say that the current anti-teacher culture is just too much. My job is stressful, yes, and it really does not pay well for the amount of time I invest.
Work-life balance is impossible to achieve during the school year and I do stress about being able to do something as simple as eat my lunch or use the restroom when necessary. Joan, I appreciate your thoughtful post. I am a para at a hs in our neighborhood in CO. We do not have union here, and it made me wonder, as I read about your love of teaching and your opinion of leaving it if it were not for the union, just what affect does a union have on educational staff satisfaction levels? I have a sort of ‘fly-on-the-wall’ perspective sitting in the classrooms, walking the halls and attending staff meetings. I hear and see many things perhaps APs, teachers and students do not.
I am honored beyond measure to be a support in classrooms where the teacher is giving all heart and soul to students. I am hopeful every time I see our district send a post like this one to our email. But I wonder if it IS because we have no union out here, because it is run by the passion of the people? Thank you for your comments, and I hope you do continue to love to teach.
It is teachers like you who make paras like me love to come to work everyday. One of the lost difficult thing in education is dealing with the complete lack of respect from student and parents. There needs to be a cultural change and teaching needs to be valued. After 10 years in the classroom I had to resign because we had a baby and needed flexibility in our schedule. This just doesn’t happen in most schools! I am a National Board Certified Teacher with 19 years experience.
Every evaluation I have ever had has been great. STILL my principal feels like she has to dictate everything I do in the classroom and come in for 14-20 drop in evaluations a year. This makes me nervous even though she tells me my teaching is great. It makes me feel like she is looking for something wrong, or like she thinks I am not teaching when she is not in the room. I have caught her in the hallway trying to listen in. The REAL PROBLEM is that there are a lot of teachers in the classrooms who do NOT DO THEIR JOBS. These teachers have been a problem for years and years and the administrators do NOTHING to try to get rid of them.
They just make these blanket rules, procedures, and policies to try to protect the students in the bad teachers’ classrooms. This may help those teachers hit the mark more often, but it is causing me, a master teacher, to leave. I know what to do, and have proven it over and over. Would it hurt to get a post it with a praise word or a smiley?
Why do we always feel that they just threw n invisible flag on the play? How about the idea of letting teachers teach. Teachers are continuously dictated to about what they should do during the day, including being overscheduled. No wonder many students are having a hard time learning in this kind of educational landscape and environment not conducive to learning in many cases. After 8 years of working in two different schools with glass fiber particulates I now have numerous chemical sensitivities. Most school districts cover up environmental problems in an attempt to avoid law suits. That’s what they did in my district.
Cheryl Nichols, Director of Woodbury School
It happens more than you can possibly imagine. The rhetoric out there is that there are all of these tenured bad teachers out there. But you know what IS out there? There are some great points here that have been promoted by other educators as well.
I love the idea of stripping silos and would love to learn more about how schools are doing that. Ok I just finished my first year of teaching. Let me start out by saying I am now 39, so i have been places and seen things. My “Mentor” was someone from another department, with a different planning period, who i saw more often passing in the hall than actually sitting down with them. In regards to Walker though, I am not joining the union. I teach history, i know what they started as and what they have become. One of the provisions of that beloved collective bargaining in WI was that the school system had to purchase the teachers insurance from a company that was, wait for it, owned by the teachers union.
The reason why you have the benefits is because of the Union. If and when you run into problems with the administration of your school, you will need the support of the Union. You will find it to your disadvantage to negotiate or talk one on one with your Administrator. You will need a repesentative and witness. Someone who knows your work rules.
The “good” benefits that you have now did not come easily. It was through the blood and sweat of union members. Protections lost now will not easily return. Some people say that the Union does not do anything. The truth is the Union is YOU! Maybe you should find out who your union representative is at your school.
Get to know him or her. What the Union works for benefits all teachers: members and non-members. By the way, Govenor Walker is not going to stop at the point that you feel comfortable. However, you are new to the professional field of teaching. Don’t think you can do it alone. Hope you have a successful year! I was teaching Logic and Philosophy in 1973 and admin.
I taught in the science classroom for 5 years. It was the hardest thing I’ve ever done! In reading articles and books about teaching the main consensus was that the first 3 years would be difficult. I thought, well, if I put in the time the first three years my job will be easier the following years. I would arrive at the school at 7:15 a. This statement is extremely important for educators to process, and other “stakeholders” to become aware of.
Perry Township Schools – Indianapolis, IN
Schools need to set the bar higher instead of lowering it. There are school districts in my area where students absolutely cannot fail. They cannot be given a grade under a 70. They are permitted to retake tests as many times as they need to in order to bring their grades up to a 70. They are not there to hold your child’s hand through every step of the way.
Bob, I wish teachers got to decide these issues, but they don’t. I pay around 245 a month for my policy that covers only me. I pay around 180 a month for my TRS contribution. By the way , to those that bash the unions, we do not have a union in Texas.
I believe there are three states that do not allow collective bargaining. V, my hat is off to you. Folks don’t realize or care what teachers go through and the amount of heartbeak we see. It tends to take little pieces of your soul. I went back to elementary because I grew tired of seeing my secondary students die from bad choices.
Attending the funerals just hurt to much! I hope you did not take what I said to imply that I think you have any kind of “golden” retirement or health care plan. I just wanted to make the point that teachers don’t further their cause when they focus on compensation issues, especially in this economic environment when almost everyone is struggling. When teachers don’t demonstrate an understanding of this, they lose not only sympathy, but also credibility. Leon, one more thing, I agree completely about the need for national health care. I think it is the right thing to do for ALL Americans.