From: Teach.com – October 18, 2017 –
More than ever, teachers are called to justify their practice and their decision-making inside the classroom. Whether it is from administrators, parents, or the public, today’s teachers feel the pressure that comes from an increased professional scrutiny. It doesn’t help that the public perception of the teaching profession is increasingly shaped by negative media coverage.
Failing to bear this weight can lead to frustration, decreased job satisfaction, and even full-blown burnout.
What this means is that it falls to teachers to take the reins to close the gap between the perceptions and realities of what is happening in our respective classrooms. Designing classroom structures and workflows that are more transparent helps demonstrate to stakeholders just how much great, innovative work is taking place in the service of student growth.
Read more at Teach.com: How to Increase Classroom Transparency
GettingSmart.com GUEST COLUMN | by Sheldon Soper:
Students who participate in high-quality project-based learning develop skills, processes and products that are an ideal match for the demands of the 21st-century, but creating authentic projects is key for engaging them.
Read more at GettingSmart: Making Project-Based Learning Authentic | Getting Smart
HowToLearn.com GUEST COLUMN | by Sheldon Soper
There has been plenty of pushback against the claims that learning styles are a sure bet when it comes to facilitating student understanding. As with everything in education, there is no panacea to make learning magically happen. However, that does not mean learning styles have no place in a teacher’s toolbox.
By recasting learning styles through a lens of student learning preferences, educators can ensure they are offering academic help and support in ways that significantly up the likelihood of student engagement and, in turn, growth.
Taking things a step further, this same understanding can lead to purposefully differentiated instruction practices. Mixing and matching teaching techniques aimed at different learning styles can give students the opportunity to turn diverse learning experiences into complex understandings.
Read more at HowToLearn: Using Learning Styles to Reach Students | How To Learn
Prevent technology gaps from creating achievement gaps.
EdTech Digest GUEST COLUMN | by Sheldon Soper
Technology-driven classroom workflows need analog components to ensure students without reliable access to technology outside of school are not left out. Otherwise, the technology gap between those with access and those without will quickly manifest as an achievement gap.
Read more at EdTech Digest: A Fair Opportunity for Success
The concept of teacher burnout is nothing new. However, much of the discussion surrounding teacher burnout focuses on new teachers that wind up making a quick exit from the profession.
The reality is, only a fraction of the hundreds of thousands of teachers who leave teaching each year are novices. Veteran teachers too, it turns out, are quite susceptible to burnout . Each year, a growing percentage of the nation’s experienced teachers are voluntarily leaving the classroom.