What successful teachers do :: 101 research-based classroom strategies for new and veteran teachers /
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.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif. :
Corwin Press,
[2009]
|
| Ausgabe: | Second edition. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource (xviii, 253 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781452209753 1452209758 9781452272429 1452272425 9781483350417 148335041X |
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| 100 | 1 | |a Glasgow, Neal A. | |
| 245 | 1 | 0 | |a What successful teachers do : |b 101 research-based classroom strategies for new and veteran teachers / |c Neal A. Glasgow, Cathy D. Hicks. |
| 250 | |a Second edition. | ||
| 264 | 1 | |a Thousand Oaks, Calif. : |b Corwin Press, |c [2009] | |
| 264 | 4 | |c ©2009 | |
| 300 | |a 1 online resource (xviii, 253 pages) | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a 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. | |
| 505 | 0 | |a 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. | |
| 505 | 0 | |a 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. | |
| 520 | |a 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. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Effective teaching. |0 http://id.loc.gov/authorities/subjects/sh95003618 | |
| 650 | 0 | |a Motivation in education. |0 http://id.loc.gov/authorities/subjects/sh85087566 | |
| 650 | 6 | |a Enseignement efficace. | |
| 650 | 6 | |a Motivation en éducation. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Effective teaching |2 fast | |
| 650 | 7 | |a Motivation in education |2 fast | |
| 650 | 7 | |a Lernerfolg |2 gnd |0 http://d-nb.info/gnd/4125753-4 | |
| 650 | 7 | |a Motivation |2 gnd |0 http://d-nb.info/gnd/4040364-6 | |
| 650 | 7 | |a Unterrichtsführung |2 gnd |0 http://d-nb.info/gnd/4187078-5 | |
| 700 | 1 | |a Hicks, Cathy D. | |
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| 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. 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. 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. |
| ctrlnum | (OCoLC)865103322 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
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| discipline | Pädagogik Psychologie |
| edition | Second edition. |
| format | Electronic eBook |
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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.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Chapter 4: Using Student Assessment And Feedback To Maximize Instructional Effectiveness -- 35: Improve student performance with specific teacher feedback -- 36: 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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.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">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: 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| id | ZDB-4-EDU-ocn865103322 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:10Z |
| institution | BVB |
| isbn | 9781452209753 1452209758 9781452272429 1452272425 9781483350417 148335041X |
| language | English |
| oclc_num | 865103322 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xviii, 253 pages) |
| psigel | ZDB-4-EDU |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Corwin Press, |
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| spelling | Glasgow, Neal A. What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / Neal A. Glasgow, Cathy D. Hicks. Second edition. Thousand Oaks, Calif. : Corwin Press, [2009] ©2009 1 online resource (xviii, 253 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. 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. 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. 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. 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. Print version record. Effective teaching. http://id.loc.gov/authorities/subjects/sh95003618 Motivation in education. http://id.loc.gov/authorities/subjects/sh85087566 Enseignement efficace. Motivation en éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Effective teaching fast Motivation in education fast Lernerfolg gnd http://d-nb.info/gnd/4125753-4 Motivation gnd http://d-nb.info/gnd/4040364-6 Unterrichtsführung gnd http://d-nb.info/gnd/4187078-5 Hicks, Cathy D. has work: What successful teachers do (Text) https://id.oclc.org/worldcat/entity/E39PCFvrfBhqQT7QjmMP6MjfRq https://id.oclc.org/worldcat/ontology/hasWork Print version: Glasgow, Neal A. What successful teachers do. Second edition 9781412966184 (DLC) 2008030592 (OCoLC)234234125 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=690903 Volltext |
| spellingShingle | Glasgow, Neal A. What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / 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. 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. 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. Effective teaching. http://id.loc.gov/authorities/subjects/sh95003618 Motivation in education. http://id.loc.gov/authorities/subjects/sh85087566 Enseignement efficace. Motivation en éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Effective teaching fast Motivation in education fast Lernerfolg gnd http://d-nb.info/gnd/4125753-4 Motivation gnd http://d-nb.info/gnd/4040364-6 Unterrichtsführung gnd http://d-nb.info/gnd/4187078-5 |
| subject_GND | http://id.loc.gov/authorities/subjects/sh95003618 http://id.loc.gov/authorities/subjects/sh85087566 http://d-nb.info/gnd/4125753-4 http://d-nb.info/gnd/4040364-6 http://d-nb.info/gnd/4187078-5 |
| title | What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / |
| title_auth | What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / |
| title_exact_search | What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / |
| title_full | What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / Neal A. Glasgow, Cathy D. Hicks. |
| title_fullStr | What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / Neal A. Glasgow, Cathy D. Hicks. |
| title_full_unstemmed | What successful teachers do : 101 research-based classroom strategies for new and veteran teachers / Neal A. Glasgow, Cathy D. Hicks. |
| title_short | What successful teachers do : |
| title_sort | what successful teachers do 101 research based classroom strategies for new and veteran teachers |
| title_sub | 101 research-based classroom strategies for new and veteran teachers / |
| topic | Effective teaching. http://id.loc.gov/authorities/subjects/sh95003618 Motivation in education. http://id.loc.gov/authorities/subjects/sh85087566 Enseignement efficace. Motivation en éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Effective teaching fast Motivation in education fast Lernerfolg gnd http://d-nb.info/gnd/4125753-4 Motivation gnd http://d-nb.info/gnd/4040364-6 Unterrichtsführung gnd http://d-nb.info/gnd/4187078-5 |
| topic_facet | Effective teaching. Motivation in education. Enseignement efficace. Motivation en éducation. EDUCATION Administration General. EDUCATION Organizations & Institutions. Effective teaching Motivation in education Lernerfolg Motivation Unterrichtsführung |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=690903 |
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