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Is there such a thing as "The Great Teacher"?

by Kathleen - Teachers.Net Gazette

Jul 2, 2009

[link removed]

You can make up all the checklists you want. You can take advice from your mentors. You can ruminate on educational philosophy until the cows come home. At the end of the day, however, what lies behind one’s teaching style is what matters. A "Great Teacher" is ... [read the short article by Lawrence Meyers - it's this mont...See More

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Salary Scale for Sped Teachers

by new sped

Jul 2, 2009

I'm going to work on my masters in sped and already have a masters in elem ed. does anyone know how having two masters works on the payscale? will I get MA then move horizontally on the payscale based on the additonal hours for the second masters? Anyone know?

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Former local president I'm sure you have been told to be careful with having a master's and getting hired. With 2 master's you are really priced out of the market.

Now, to answer your question, depends on the language of the contract you are going into. Some contracts are now stating a cap on number of years, hours, degrees, etc they are willing to give new hir...See More

Jul 2, 2009

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Marking incorrect answers...

by Janie

Jul 6, 2009

I had posted this on a few of the other TNET boards, but would also like to ask the Master Teachers...

How do you mark incorrect answers on a quiz/test? First of

all...I know...no red pens....we're only supposed to use

green. I have circled the incorrect answer before...no

x(s)...but had a parent complain tha...See More

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Leah Diana, Excellent advice!

Jul 7, 2009

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Eliza I would think that, as a parent, I would be more concerned about WHY my child was getting so many wrong, rather than telling the teacher s/he was "eviscerating" my son's self esteem.

I don't really put any thought into how I mark papers. I pick up whatever pen happens to be closest (unless it's the same color the student was using, then I...See More

Jul 12, 2009

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Motivating Students

by Sarah Sanford

Jul 8, 2009

After studying our state mastery test results as well as our own district testing results it seems to be a common pattern in our 3rd, 4th, and 5th grade students that they don't do well in comprehensoin questions on the Language Arts portions of testing. How do we improve this? I have a strong feeling that a lot of it is due to students not taking ...See More

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Jamie in MO I also have found that small group discussions can be really helpful for students to focus and articulate ideas about the material. The key is to having complex, structured questions for them to discuss, and it takes time to teach them appropriate conversation skills, but once they get rolling, it's more than worth it.

On 7/08/09, Diana wr...See More

Jul 8, 2009

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Jamie in MO I just realized I wasn't very clear! So the discussion piece happens peer-to-peer with teacher facilitated questions and direct instruction about appropriate exchange of ideas, and this is followed by writing time, and/or a written reading comprehension check.

On 7/08/09, Jamie in MO wrote: > I also have found that small group discussio...See MoreI just realized I wasn't very clear! So the discussion piece happens peer-to-peer with teacher facilitated questions and direct instruction about appropriate exchange of ideas, and this is followed by writing time, and/or a written reading comprehension check.

On 7/08/09, Jamie in MO wrote: > I also have found that small group discussions can be really > helpful for students to focus and articulate ideas about the > material. The key is to having complex, structured questions for > them to discuss, and it takes time to teach them appropriate > conversation skills, but once they get rolling, it's more than > worth it. > > > > On 7/08/09, Diana wrote: >> One thing that I do is to have my students practice this >> skill on a daily basis, in many subject areas. It just >> becomes second nature to them. >> >> For example, during guided reading group, after reading a >> passage, I ask comprehension questions (at varying levels of >> Bloom's Taxonomy). Everyone in the group is responsible for >> finding the answer. They indicate that they've done this, >> not by answering aloud or raising a hand, but by touching the >> answer. A quick visual scan tells me who has it and who may >> be casting a look about to see what others have picked. I >> call on a student to read the sentence which answered the >> question for him/her, and if it needed inferrence, to explain >> his/her thinking. I do similar things when using Weekly >> Readers or textbooks with the whole class. >> >> I give tns of reinforcement for being "good detectives" and >> finding the right answers. The message is always that no one >> is trying to trick them, the answer is always there >> someplace. It might just be buried in other information. >> >> >> >> On 7/08/09, Sarah Sanford wrote: >>> After studying our state mastery test results as well as >>> our own district testing results it seems to be a common >>> pattern in our 3rd, 4th, and 5th grade students that they >>> don't do well in comprehensoin questions on the Language >>> Arts portions of testing. How do we improve this? I have a >>> strong feeling that a lot of it is due to students not >>> taking the time to go back to the story and look for the >>> facts/ideas to answer the questions. Does anyone have any >>> ideas on how to motivate students in this area?

Jul 10, 2009

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