Narration is a very common strategy, and has been for decades. The way it works is simple. After giving a direction, or signal to begin a routine, the teacher describes aloud the positive behaviors they see. “Jonathan is walking with his hands to himself.” … Read more
It’s thrown around a lot. “You must have high expectations.” “High expectations are the key!” “Keep your expectations through the roof.” But what does it really mean? It seems obvious, but the term has been repeated so often and for so long that its … Read more
There is a common trait among teachers who struggle with classroom management. Not every struggling teacher has it. The vast majority, however, do. I’ve mentioned this trait before and its effect on giving consequences. But the problems actually go much deeper. So deep, in … Read more
In this age of distraction . . . Of smartphones and Instagram. Of texting and Snapchat. Of clickbait and information overload. . . . being able to focus on one thing for an extended period of time is a superpower. It gives you a … Read more
There is a secret to effective teaching very few teachers are aware of. It’s so secret, in fact, that I’ve never heard anyone speak of it. As far as I know, it’s never been written about. It’s never been touted by instructional coaches or … Read more
In observing teachers, one common area of weakness is checking for understanding. Not every teacher, of course. But many. And this is a big issue. Because if you send students off to work independently, and they don’t know exactly what to do and how … Read more
This may be one of the easiest strategies we’ve ever covered here at SCM. It may also be the most powerful. But first, some context. Right or wrong, today’s students have less freedom than in decades past. Generally speaking, their lives are more controlled, … Read more
I’ve spent many years observing teachers. And there is an odd phenomenon I’ve noticed among a large percentage. When teaching what they believe to be difficult content, almost without fail, they’ll pause and let students know that it’s difficult. “Listen up, because what comes … Read more