Edutopia

4 weeks ago | edutopia.org | Tara Brady

Each year teaching academic writing brings new challenges, and I often find myself reflecting on the strategies that educators implement to make the writing process run more seamlessly in their classrooms. Over the years, I’ve gained knowledge from my colleagues, instructional coaches, and administrators that I use to support middle school students through the writing process. Below are some ideas that have worked for me that you may find helpful.

1 month ago | edutopia.org | Nick Davies

“Hey, can I interrupt you for 30 seconds?” Some version of this question is asked of school principals all day, and it never takes 30 seconds! There are many different competing demands on a principal’s time. How principals choose to spend their precious time can make a difference in student outcomes and teachers’ quality of work. According to the National Center for Education Statistics, the average K–12 school principal works roughly 58 hours per week.

1 month ago | edutopia.org | Youki Terada

Terada: Sometimes we forget about that framing when we give feedback to adolescents. In your book you referenced a study that scanned the brains of teenagers when they were being nagged at by their parents. Yeager: That’s a beautiful study. The researchers asked a very simple question that I’m amazed no one asked before: “What happens in the teenage brain when your mom is nagging you?”So they had moms pre-record themselves completing the sentence, “What bothers me about you is . .

1 month ago | edutopia.org | Matt Pitman

This year, I started fresh at a new school. Despite over a decade of leadership experience and 14 years in education, I found myself feeling anxious and uncertain. Questions swirled in my mind: Will I fit in with the culture? Will I meet expectations? How will I manage this transition? In these moments, I try to remind myself of something I often share with my students: Emotions are normal, and what matters most is how we navigate them.

1 month ago | edutopia.org | Julie Hirschfeld Davis

The shift from learning to leading is often hard for educators beginning their teaching career and entering the classroom for the first time. There is so much to learn in a short amount of time. Do not assume they intuitively know how to use technology well. These early-career educators often know more about educational technology in theory than in practice. They may have never been in a tech-rich practicum and never seen technology modeled for them in the grade level they will now teach.