Every teacher I have every met (bar a couple who really needed to work somewhere else) has wanted to do a good job for kids. Usually we enter the profession with the genuine desire to make a difference to children and contribute something positive to society. The caring nature of teaching means that we often… Continue reading How Do You Know What You Don’t Know?
Dear Teachers A semester, the likes of which we have never seen before, is drawing to a close and you would be forgiven for feeling more than a little tired. You have been asked to change your entire way of teaching, seemingly overnight and have done so like a champion. You have then welcomed your… Continue reading One Foot in Front of the Other
The benefit of a committee and well-trained classroom assistant cannot be over-stated. When properly trained and supported, these members of our school community contribute enormously to the achievement of students. Last week I wrote about the importance of including classroom assistants, parent helpers and families in professional learning to support your whole school approach. If… Continue reading 6 Features of Effective PL for the Whole School Community
So, your school (or just you) has embarked on a new journey around teaching literacy according to the science of reading. You have a terrific phonics approach in place, have sent your teachers (or yourself) off to a professional learning session and are starting to get some traction. Everything seems to be going swimmingly, except… Continue reading Why Sally Needs Everyone to Learn About the Science of Reading.
I am very pleased to welcome Stephanie Le Lievre, a classroom teacher and speech pathologist, as our first guest blogger on The No Nonsense Educator. You can read more about Stephanie at the end of the post. When discussing RTI, most of the discussion revolves around the Tier 2 (small group) or Tier 3 (usually… Continue reading Implementing Response to Intervention – How are you doing?
In our busy days, it is often difficulty to find the time to practice and rehearse key knowledge and skills. How do we fit EVERYTHING into a day that we are supposed to and give children enough supported practice to be effective? In a previous post I wrote about creating sustainable literacy routines. Daily routines… Continue reading Deadly Daily Routines
For those of us teaching the early years, making sure that our students enter the upper grades of Primary School with the required reading skills to achieve well is a top priority. It is easy to fall into the trap of starting on a sequence of teaching, working our way through the content without a… Continue reading Boost Learning with a Targeted Approach
Students across the country are starting to trickle back into classrooms and teachers are wondering how they are going to have the energy to make it through to the mid-year-break. We are also wondering how on earth we are supposed to get learning back on track. Sure, we have been ‘engaging’ students in one form… Continue reading Starting over, half way through.
It’s that time of year again. Report time. Twice each year we spend weeks dissecting everything we’ve done in the preceding terms, hoping and praying that we’ve done enough to get every child to (at least) a C grade, knowing that this probably isn’t the case. It’s a time when the stark reality of ‘assessing… Continue reading Report Writing Gods Must be Crazy
We all know about scaffolding. It’s the support we provide to students to perform tasks until they can do it on their own. Very often this is expressed as I do, We do, You do or the gradual release of responsibility model. I particularly love the Explicit Teaching Model created by the Northern Territory Department… Continue reading 5 Paths to Strategic Scaffolding