The First Six Weeks of School

The First Six Weeks of School

Build the foundation for a productive year of learning. Written by teachers, for teachers, this comprehensive K-6 guidebook shows how to: Plan a great first day—set a positive tone right from the start.Ensure that every part of the day flows smoothly—arrival, recess, lunch, and dismissal times, as well as lessons.Teach positive discipline—invest children in the rules and build prosocial behavior skills that keep their learning going.Present engaging academics—spark motivation and lay the groundwork for high academic achievement.Foster community—start with a daily Morning Meeting and end with a closing circle. The First Six Weeks of School is packed with practical teaching tips and examples of effective teacher language, along with activities and interactive learning structures—all in a lively, easy-to-navigate format. This book is your essential guide to the early weeks of school!

The First Six Weeks of School

The First Six Weeks of School

This second edition of a teacher favorite features a fresh, easy-to-use layout including color coding by grade level, more support for student engagement in academics, greater emphasis on the effective use of teacher language, and a dedicated chapter on the all-important first day of school.

The First Six Weeks of School (1st edition - out of print)

The First Six Weeks of School (1st edition - out of print)

A guidebook for K-6 teachers offers tips for structuring the first six weeks of school to provide a foundation for a productive year of learning.

The First Six Weeks of School

The First Six Weeks of School

A guidebook for K-6 teachers offers tips for structuring the first six weeks of school to provide a foundation for a productive year of learning.

Coaching and Mentoring First-year and Student Teachers

Coaching and Mentoring First-year and Student Teachers

Features over 60 step-by-step procedures, checklists, and planning guides for supervisors, mentors, and all those engaged in in-service teacher training. NEW to this edition: updated coverage of standards, assessment, analyzing student work, cognitive coaching, and more.

Stealing First

Stealing First

Stealing First is the story of Jody Benson, a man of thirty-plus who is looking back on his life as a high school-aged boy in the small Nebraska town of South Bend. Living and teaching high school in Oregon during the mid-1970s, he takes a summer trip "home" in search of the impulses that made him the man he has become. He has unease about him that he (and his wife) hope this journey can assuage. Back in South Bend with his two sons, Jody visits once again the sites of some memorable experiences during the most impressionable of his growing years. The story moves back and forth between the 1950s and 1970s as he recalls significant events in his life as a young Nebraskan and tries to fit together the puzzle of his own existence. Teenage acts of mischief, scenes of first love, athletic exploits-Jody remembers them all. Old friend and neighbor Marian McKnight, still vibrant and insightful in her late sixties, provides Jody with invaluable observations, commentary and encouragement-as she did for the teenage Jody-and old pals Bo and Harley help him re-live some of their times together. His father's words, "You can't steal first," provide a guiding-and limiting-force in his life. In the end a tragic event shakes Jody from his lethargy and, ironically, leads him to self-discovery and even a measure of contentment.

Guiding Curriculum Development

The Need to Return to Local Control

Guiding Curriculum Development

This book’s primary purposes center on the need for placing the responsibility for determining student curriculum and academic achievement the local school level whereby school personnel determine the individual student’s personal interests and needs and design a curricular program for each student that fosters personnel success.

Learning to Go to School in Japan

The Transition from Home to Preschool Life

Learning to Go to School in Japan

Japanese two-year-olds are indulged, dependent, and undisciplined toddlers, but by the age of six they have become obedient, self-reliant, and cooperative students. When Lois Peak traveled to Japan in search of the "magical childrearing technique" behind this transformation, she discovered that the answer lies not in the family but in the preschool, where teachers gently train their pupils in proper group behavior. Using case studies drawn from two contrasting schools, Peak documents the important early stages of socialization in Japanese culture. Contrary to popular perceptions, Japanese preschools are play-centered environments that pay little attention to academic preparation. It is here that Japanese children learn their first lessons in group life. The primary goal of these cheerful--even boisterous--settings is not to teach academic facts of learning-readiness skills but to inculcate behavior and attitudes appropriate to life in public social situations. Peak compares the behavior considered permissible at home with that required of children at preschool, and argues that the teacher is expected to be the primary agent in the child's transition. Step by step, she brings the socialization process to life, through a skillful combination of classroom observations, interviews with mothers and teachers, transcripts of classroom events, and quotations from Japanese professional literature.

Leaders of Their Own Learning

Transforming Schools Through Student-Engaged Assessment

Leaders of Their Own Learning

From EL Education comes a proven approach to student assessment Leaders of Their Own Learning offers a new way of thinking about assessment based on the celebrated work of EL Education schools across the country. Student-Engaged Assessment is not a single practice but an approach to teaching and learning that equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. This requires a set of interrelated strategies and structures and a whole-school culture in which students are given the respect and responsibility to be meaningfully engaged in their own learning. Includes everything teachers and school leaders need to implement a successful Student-Engaged Assessment system in their schools Outlines the practices that will engage students in making academic progress, improve achievement, and involve families and communities in the life of the school Describes each of the book's eight key practices, gives advice on how to begin, and explains what teachers and school leaders need to put into practice in their own classrooms Ron Berger is Chief Program Officer for EL Education and a former public school teacher Leaders of Their Own Learning shows educators how to ignite the capacity of students to take responsibility for their own learning, meet Common Core and state standards, and reach higher levels of achievement. DVD and other supplementary materials are not included as part of the e-book file, but are available for download after purchase.

Literacy for All Children

A Formula for Leaving No Child Behind

Literacy for All Children

Describes how teachers can put their focus back on children's needs instead of test scores and provide mentoring to children who need the extra help.