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Cooperative Writing-An Engaging Paired Writing Strategy

By |2022-06-20T11:28:49-05:00June 20th, 2022|Categories: English Language Learners (ELLs), Gifted & Talented, Lesson & Curriculum Planning, Reading/ELA Instruction, Special Education, Teaching Strategies, Writing Instruction|Tags: , , , |

Cooperative Writing is a paired activity where two students complete a writing task together. Cooperative Writing can be an excellent support strategy for struggling students, students with special needs, or English Language Learners (ELLs), because it can be an opportunity for stronger writers to help their peers who might struggle with writing. For example, ELLs can learn new vocabulary from native English speakers and improve their speaking skills as they communicate together about the given topic. Or, advanced students can coach each other on ideas for providing additional detail within their sentences. Students can share ideas and collaborate verbally on the writing before drafting, which takes some pressure off the more struggling writer. It can also help to build the confidence of both students, encourage the growth of social skills, and help to improve the sense of classroom community. It's a simple, fun activity for students that maintain engagement throughout your lesson.

The Marble Jar Reward System as an Extrinsic Positive Behavior Reinforcer

By |2022-05-23T14:18:13-05:00May 23rd, 2022|Categories: Classroom Management, Lesson & Curriculum Planning, Social Emotional Learning, Teaching Strategies|Tags: , , , |

Classroom management involves strong routines and procedures, setting clear expectations within the classroom, assigning appropriate behavior-aligned consequences, and methods for motivating students to meet expectations. When the teacher rewards behaviors, that is extrinsic motivation. A student who experiences extrinsic motivation will follow instructions, complete a task, or meet other requirements to receive a specific reward. On the other hand, intrinsic motivation occurs when a student has an internal desire to complete a task to receive some internal reward- like satisfaction, pleasure, or happiness. Teachers must juggle a tricky balance of providing some extrinsic motivators to teach students basic and simple behavioral expectations or tasks but must also create a learning environment that heavily favors intrinsic motivation to develop children into individuals that will work hard and persevere based solely on internal rewards.

Promote Positive Affirmations Between Students in your Classroom

By |2022-05-05T13:48:10-05:00May 5th, 2022|Categories: Classroom Management, Gifted & Talented, Lesson & Curriculum Planning, Social Emotional Learning, Special Education, Teaching Strategies|Tags: , , , , , |

In a classroom context, positive affirmations are phrases and acknowledgments of positive aspects of a child’s personality, effort, behavior, or other characteristics. When affirmations are present in your classroom daily, it helps to set a positive tone within your classroom environment and enriches children’s perceptions of themselves. You may be most familiar with positive affirmations as a way for students to acknowledge aspects of themselves and use them as a mantra to help them continue to behave in a certain way. For example: “I am kind. I am smart. I am a hard worker. I am a helper. I am a leader.” Recited often, individuals may begin to have a healthier outlook on life, their character, and what they are capable of. The point of positive affirmations is to acknowledge yourself and others from a place of positivity and not criticism. This helps create motivated and happy children who value themselves, their work, and their peers.

The ABCs of Behavior

By |2021-10-14T08:31:55-05:00December 12th, 2020|Categories: Classroom Management, Special Education, Teaching Strategies|Tags: |

Have you found yourself spending too much time dealing with behavior issues in your classroom? Do you sometimes feel as if you have spent more time correcting a student’s behavior rather than teaching? If so, this article will discuss the ABCs and how to use them to take a deeper look at behavioral issues.

Three Daily Practices to Promote Social Emotional Learning in the Classroom

By |2021-11-05T10:53:31-05:00June 9th, 2020|Categories: Classroom Management, Social Emotional Learning, Special Education, Teaching Strategies|Tags: , , |

Social and emotional learning (SEL) is defined by the Collaborative for Academic, Social, and Emotional Learning as the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. That definition can seem overwhelming to educators when they are told to include SEL in their curriculum. Read on to find out three simple strategies you can incorporate into your daily classroom routines that encourage the social-emotional growth of all your students.

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