Download Continuous Improvement in the Language Arts Classroom by Vickie Hedrick PDF

By Vickie Hedrick

This most up-to-date access within the non-stop development within the school room sequence describes the firsthand adventure of studying how you can construct a approach, positioned approaches into position, and use instruments to ensure these strategies are powerful and effective. it's going to paintings with any application and with any manner that you just already train. instead of developing new paintings, it exhibits the best way to consistently enhance what you're already doing. it truly is approximately judging if there are issues that you simply do this must be deserted. it truly is in regards to the pondering you do prior to you start the paintings. it's approximately education the staff so they understand how the approach works and suppose convinced approximately with the ability to achieve your process. it truly is approximately how the L to J helped to alter a whole institution. when you have ever questioned what it's that instructor down the corridor is doing that is helping her or him work out tips on how to get such nice effects, it isn't the courses they positioned into position yet how they determine what's top for his or her school room and their scholars. writer Vickie Hedrick (Instructional Facilitator) describes the issues she and her lecturers labored on and the tactics they positioned into position to construct a approach the place all people has the chance for greatness

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Additional info for Continuous Improvement in the Language Arts Classroom

Sample text

I need a strategic goal for anything that I want to make sure I accomplish. Thus, if my students are tested on reading and math at the end of the year, then I should have a strategic goal for each subject. Likewise, if science and writing are important then I should have goals for them as well. A goal of teaching my students to roller skate would seem a little funny to most people, and yet in some classrooms teachers have the goal of teaching students things that are not on their state curriculum or test, and then the students are not prepared to pass the test.

Now, I know we don’t teach to a test, so the real purpose of the test is to make sure that all students master the essentials. ) Once you have established a vision, it is up to leadership to help the workers to see the vision. An example of a vision would be: a classroom where everyone works together as a team and all students are successful at learning the essentials (stakeholder focus) necessary to move to the next grade level, and where we learn how to be responsible, creative, hardworking good citizens.

The interesting fact here is that many times in the last five years I have seen ­students learning as much or more from each other in classrooms than from direct instruction from teachers. Of course, it is the teacher who has set up these experiences in order that the student learn, but they have come to realize that it is not all about them but all about the learning, no matter how that learning takes place. Great teachers are aware that anyone in the classroom can be a vessel for someone else’s learning.

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