WHAT WE KNOW FROM BRAIN RESEARCH To determine what works and how to gain and maintain student attention most effectively and efficiently, it is prudent to consider how some of the brain re- search of the past two decades informs thinking. Jensen (2000) states that the challenge for a teacher is knowing how to capitalize […]
WHAT WE KNOW FROM BRAIN RESEARCH Read More »
How do I eliminate disruptions while building student responsibility and ownership? “Discipline” addresses the question, How do I eliminate disruptions while building student responsibility and ownership? Vigi- lance in other management areas lays a solid foundation on which to build this sixth area of management. In this chapter, we highlight the interconnectedness of areas of
How do I eliminate disruptions while building student responsibility and ownership? Read More »
How do teachers ensure that students know what the routines are, why they are important, and how to carry them out? “Routines” addresses the question, What routines are im- portant in order to maximize smooth operations and minimize wasted time and energy for teacher and students? How do teachers ensure that students know what the
What routines are important in order to maximize smooth operations and minimize wasted time and energy for teacher and students? “Routines” addresses the question, What routines are im- portant in order to maximize smooth operations and minimize wasted time and energy for teacher and students? How do teachers ensure that students know what the routines
What principles of time al- location do teachers need to use to guide the planning and implemen- tation of successful learning experiences? “Time” addresses the question, What principles of time al- location do teachers need to use to guide the planning and implemen- tation of successful learning experiences? The bottom line in this area of
Management Introduction An effective management system paves the way for learning. T H E S K I L L F U L T E A C H E R42 PART TWO | MANAGEMENT | INTRODUCTION and physical, to every student in the room. It also explores the ways in which space allocation and location of
Management Introduction Read More »
How is the classrooms physical space arranged and used to support instructional objectives and signal what is important? “Space” addresses the question, How is the classroom’s physical space arranged and used to support instructional objectives and signal what is important? This chapter examines repertoire and flexibility in furniture and seating arrangements with an eye to
How do teachers anticipate, manage, or circumvent blocks to the smooth orderly flow of classroom life in order to preserve maximum time for learning? “Momentum” addresses the question, How do teachers anticipate, manage, or circumvent blocks to the smooth orderly flow of classroom life in order to preserve maximum time for learning? In this chapter,
How do teachers get student attention, keep it focused on learning, and refocus it when it drifts? “Attention” addresses the question, How do teachers get student attention, keep it focused on learning, and refocus it when it drifts? This chapter explores recent brain research and relevant guide- lines that emerge for focusing attention. It also
Introduction to Management The most important issue overall for teachers regarding management is to keep their eye on the prize: developing, monitoring, and adjusting their manage- ment systems in ways that clear obstacles to student learning and help students to develop their identities as capable, respected, and self-reliant high achievers. Fred Jones (2013) defines classroom
Introduction to Management Read More »