Self-regulation & self-discipline will help young people succeed at almost every endeavor of their lives. They are gifts. We should do everything we can to help students learn them.
One of the most important things to get right as a teacher is also one of the easiest things to overlook: giving clear directions and making sure students know you'll notice whether they follow them.
https://t.co/6S31KNmc7o
Can someone please tell the union the 25mins of explicit PA & Phonics is not for them. It's for children who will be failed by balanced literacy if nothing changes. https://t.co/UBxOWNjiW5 @PamelaSnow2@ehanford@SOTLAus@SharingBestPrac
If you believe good classroom culture is based on relationships then you’re right, but if you think those relationships aren’t achieved by structure, routines and consistency then you’re probably wrong.
A gem from @Brad_Nguyen_ "Sometimes you try to differentiate & you sell kids short by making a guess about what they're capable of. So we make the assumption that ALL kids can learn difficult things, giving as much support as possible. But give the same T1 instruction to all."
Perhaps the coolest thing I have ever done as a podcaster is interview Linda Carnine, Susie Andrist, and Jerry Silbert, three educators who were in their 20s when Direct Instruction beat all the inquiry and self-esteem models in Project Follow Through.
https://t.co/YeAads6ZBE
Flourishing Learners Vision for Instruction launch… clear and explicit system-wide, evidence-based approach for Catholic teachers and students. Thank you @MelbCathSchools
Don't get caught up in the speech-to-print/print-to-speech debate. We don't have evidence one is superior. What matters for schools:
i) have a phonics scope & sequence
ii) systematic & explicit instruction
iii) students blend AND segment
iv) overlay a morphology scope & sequence
[New Paper] "The Need For Speed: why fluency counts for maths learning" by Toni Hatten-Roberts.
Analysis shows 46% of 15-year-olds do not meet the national standard of proficiency in maths. Some classic rote memorisation would help.
https://t.co/Cv5ijDsnyV
Thanks Sarah @EducationHQ_AU for the opportunity to explain the critical role of instruction routines: Students need structure like an egg needs a shell. If you don’t provide that it’s impossible to teach. https://t.co/mEj0WYBiAn
I’m with you Johnny! Differentiated group work doesn’t really work well to teach biologically secondary knowledge. Less time with teacher, more time doing who knows what. Also locks low kids on low track and vice versa.