Classroom Management

4 Things Teachers Shouldn’t Be Asking Their Students to Do

First Person

By

Justin Minkel

Spider-Man’s Uncle Ben could have been speaking directly to teachers when he said, “With great power comes great responsibility.”

As teachers, we can make kids do almost anything we want. They’re smaller than us. We have all kinds of power over them, from getting them in trouble at home to taking away the things that make school tolerable, like going outside for recess or sitting with their friends in class. But just because we can make our students do what we want doesn’t mean we should.

Children aren’t just smaller versions of adults. They

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Response: Classroom Management – Mistakes and Solutions – Classroom Q&A With Larry Ferlazzo

(This is the final post in a three-part series. You can see Part One here and Part Two here.)

The new question-of-the-week is:

What is the biggest classroom-management mistake you ever made, and what did you learn from it?

 

Part One‘s guests were Anne Jenks, Peg Grafwallner, Kevin Parr, Rita Platt, Sarah Thomas, Thomas Kerman, and Paula Kondratko. You can listen to a 10-minute conversation I had with Anne, Peg, and Kevin on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.

In Part Two, Theresa Staley, Judy

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Response: The Biggest Classroom-Management Mistakes – Classroom Q&A With Larry Ferlazzo

 (This is the second post in a three-part series. You can see Part One here.)

The new question-of-the-week is:

What is the biggest classroom-management mistake you ever made, and what did you learn from it?

 

Part One‘s guests were Anne Jenks, Peg Grafwallner, Kevin Parr, Rita Platt, Sarah Thomas, Thomas Kerman, and Paula Kondratko. You can listen to a 10-minute conversation I had with Anne, Peg, and Kevin on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.

Today, Theresa Staley, Judy Reinhartz, Lindsey Palmieri, and Louise Goldberg share

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Beyond Classroom Management – Next Gen Learning in Action

By Robert Barnett, a co-founder of The Modern Classrooms Project and a math teacher and resident scholar at the Leysin American School

Want a class that functions smoothly and productively?  Forget the carrots and sticks; make sure that each student has appropriately challenging work instead.

When I trained to become a teacher, I spent countless hours learning to control young people. I learned, for instance, that my students should be trained to SLANT: Sit up, Listen, Answer questions, Never interrupt, Track the speaker. I learned to demand 100 percent of my students’ attention at all times, to use nonverbal hand

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What Is Social Justice Education Anyway?

Commentary

—Getty

We cannot talk about schools without addressing race, class, gender, ability, sexuality, and politics

By

Crystal Belle

The notion of social justice pedagogy has become pertinent in education, especially in urban communities that have a history of being oppressed through schooling. To practice social justice teaching and learning practices is to truly see students for who they are and where they come from. But what does it mean to see students? Seeing students requires teachers to recognize them as valuable contributors to the classroom space, as opposed to social, cultural, and academic burdens on the so-called master in

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