What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / Neal A. Glasgow, Cathy D. Hicks.

Author/creator Glasgow, Neal A.
Other author Hicks, Cathy D.
Format Book
Edition2nd ed.
Publication InfoThousand Oaks, Calif. : Corwin Press, ©2009.
Descriptionxviii, 253 pages ; 26 cm
Supplemental ContentTable of contents only
Subjects
Effective teaching.
Motivation in education.

Contents Foreword / Stephen Sroka -- Preface -- Acknowledgments -- About the authors -- Chapter 1: Interacting And Collaborating With Students -- 1: Use different motivational strategies for girls and boys -- 2: Add humor to student interactions -- 3: Be sensitive to possible gender and ethnic differences -- 4: Look at homework through the eyes of students -- 5: Use the jigsaw technique as an effective cooperative learning strategy -- 6: Manage student-controlled peer interaction within a cooperative framework -- 7: Teach students to use self-questioning and think-aloud techniques -- 8: Lighten the load by training students to be tutors -- 9: Address gender issues in the classroom -- 10: Reduce the emotional distances between teachers and students -- 11: Help students make an effective transition from eighth to ninth grade -- Chapter 2: Managing The Classroom Environment, Time, And Discipline -- 12: Post an agenda before the start of class -- 13: Become knowledgeable about youth culture -- 14: Utilize the most successful strategies for preventing and managing classroom discipline problems -- 15: Recognize how peer influence determines the quality of classroom engagement, interaction, and discourse -- 16: Share discipline-related problems with a colleague -- 17: Save voice by engaging students in curricular conversations -- 18: Recruit a teaching partner as a peer coach -- 19: Manage the special challenges within block scheduling -- 20: Become a classroom manager before becoming a content specialist -- 21: Fill in the time by varying instructional strategies within block scheduling -- Chapter 3: Organizing Curricular Goals, Lesson Plans, And Instructional Delivery -- 22: Recognize that less is more and streamline the content curriculum -- 23: Master the art of questioning by building in wait time -- 24: Fight boredom by using classroom strategies that stimulate student interest -- 25: Fit it all in by making realistic time estimates during lesson planning -- 26: Teach beyond subject or content knowledge -- 27: Use state and national standards to establish benchmarks for assessing students' literacy -- 28: Use out-of-school learning environments -- 29: Use student peers to scaffold students' learning -- 30: Increase understanding of personal learning styles -- 31: Expand the range of opportunities rubrics offer -- 32: Establish scaffolds for complex skills and procedures -- 33: Create more stimulating and successful questioning techniques -- 34: Make the most of one-on-one student contacts --
Contents Chapter 4: Using Student Assessment And Feedback To Maximize Instructional Effectiveness -- 35: Improve student performance with specific teacher feedback -- 36: When grading student writing, consider what is done well before noting what needs improvement -- 37: Use assessment as a teaching and learning opportunity -- 38: Learn when to de-emphasize grades -- 39: Be prompt in giving students feedback about their performance -- 40: Move beyond paper to a digital portfolio as an assessment alternative -- 41: Interface assessment strategies to instructional goals for powerful learning -- 42: Consider alternate assessment instruments -- 43: Keep feedback positive to bolster student confidence -- 44: Help students embrace their errors for more meaningful instruction -- 45: Look beyond test scores by keeping a range of student work -- 46: Consider the use of open-book tests -- Chapter 5: Celebrating Diversity In The Classroom -- 47: Welcome the diversity of today's classrooms -- 48: Confront personal ethnic and cultural stereotypes -- 49: Become culturally literate when entering diverse school districts -- 50: Be aware of the wide range of specific factors associated with underachievement -- 51: Support the needs of challenged students with a team effort -- 52: Tap the strengths of students with Attention Deficit Hyperactivity Disorder (ADHD) -- 53: Be patient with learners who require more reading practice than other students -- 54: Think beyond content, as English-language learners come with a variety of challenges and needs -- 55: Be sensitive to issues affecting gay and lesbian youth -- 56: Eliminate signs of subtle gender bias in classroom discourse -- 57: Understand that immersion experience can be the best teacher -- 58: Avoid creating expectations based on students' racial and ethnic backgrounds -- 59: Include multicultural works when developing a quality English curriculum -- 60: Help boys make positive connections between masculinity and success as readers --
Contents Chapter 6: Integrating Technology In The Classroom -- 61: Use the Internet as a classroom -- 62: Balance the rigors of new technology with content goals -- 63: Don't let technology overwhelm subject matter -- 64: Use multiple strategies to help combat digital plagiarism -- 65: Become Web site literate -- 66: Develop Internet-based literacies -- 67: Maximize effectiveness of available technology -- 68: Learn what the International Society for Technology in Education (ISTE) says about standards and student learning -- 69: Look to out-of-school uses of the Internet for instructional literacy strategies -- 70: Balance the demands of traditional teaching with contemporary technological tools -- 71: Accept that new technologies alter certain fundamentals of language and literacy -- Chapter 7: Enhancing Reading And Literacy Skills -- 72: Keep in mind the three key elements of reading fluency -- 73: Make it routine practice to foster self-efficacy and motivation in readers -- 74: Find the "out-of-classroom" forces that shape reading habits and reading choices -- 75: Explore ways to encourage students' interaction with text -- 76: Reexamine the nature of "content literacy" -- 77: Utilize a variety of print materials to inspire student reading and writing -- 78: Use scaffolding to improve reading comprehension -- 79: Remember that deficits in reading ability are often associated with a complex range of issues -- 80: Explore what it means to be literate -- 81: Select literacy instructional design principles that have been documented -- 82: Display a variety of literacies as they provide insights into how literacy is practiced and valued -- 83: Read Recommended Literature: Kindergarten Through Grade Twelve on the California Department of Education's Web site -- Chapter 8: Developing A Professional Identity -- 84: Create the right perception through professional attire -- 85: Explore and discover the natural teaching styles within -- 86: Take time to recognize and remedy stressful situations -- 87: Avoid burnout by choosing mentors carefully -- 88: Use conflict and tension as an opportunity for personal growth and change -- 89: Exchange ideas with colleagues as a means of professional development -- 90: Surround yourself with mentors -- 91: Look behind the scenes when assessing the teaching styles of others -- Chapter 9: Fostering A Positive Relationship With Families And Community -- 92: Treat parents as part of the solution -- 93: Literacy programs work best when they involve the whole family -- 94: Learn what teacher education programs don't teach about parent conferences -- 95: Be aware that there is more than one model of emotional intelligence -- 96: Rearrange elements of the school day instruction to maximize social and emotional teaching and learning opportunities -- 97: Develop individual strategies for students who "don't do" school -- 98: Reflect on what teens have to say about their experience with adolescence -- 99: Consider engaging parents in the mutual monitoring of their students' work in mathematics -- 100: Encourage students to participate in service learning opportunities -- 101: Make an extra effort to recruit minority and culturally diverse parents -- Index.
Abstract From the Publisher: Providing classroom applications, precautions, and references, this updated edition translates the latest research into 101 strategies for successful instruction for new and veteran teachers.
Bibliography noteIncludes bibliographical references and index.
LCCN 2008030592
ISBN9781412966184 (cloth)
ISBN1412966183 (cloth)
ISBN9781412966191 (pbk.)
ISBN1412966191 (pbk.)