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Tips for Teachers

By: Learning First Alliance

From relying on research to assessing often, these principles of good instruction provide teachers
with strategies for promoting their students' reading achievement.
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Rely on good research


Promote the adoption of reading instruction programs in your school that are based on
sound research and that provide all children with explicit, systematic instruction in
phonics and exposure to rich literature, both fiction and nonfiction.

Push for good professional development


Insist on high quality instructional strategies that includes discussion of research on how
children learn to read as well as extensive in-class follow-up.

Make success schoolwide


Promote adoption of effective reading instruction and professional development methods.

Team up with parents


Involve parents in support of their children's reading. Work with parents and guardians to
ensure that their children arrive at school ready to learn every day. Children should spend
more time reading than is available at school, and teachers can reinforce this important
point to parents and provide ideas on how to make reading an everyday activity in their
home.

How's it going?

Assess students' progress regularly.

Small classes pay big dividends


Encourage school officials to reduce class size for reading instruction and to provide
tutoring for students who fall behind. Changes in school organization may be necessary
to create more appropriate class groupings and effective uses of special education, Title I,
and other supplementary resources.

Be alert to older non-readers


Reading success is especially critical in the early grades because it is easier to prevent
reading problems than to remediate them. Teachers at all grade levels should keep an eye
out for students having trouble with reading. One-to-one tutoring programs built on
sound phonetic principles can often make a remarkable difference in students' reading
performance in a period of months. Teachers can help ensure that older students reading
below grade levels have level-appropriate texts for independent reading.

Use help wisely


Classroom paraprofessionals involved in reading education should receive the training
and support necessary to enable them to make a significant contribution to children's
reading achievement. Teachers should utilize paraprofessionals in ways that augment the
research-based reading program used in the classroom and allow students to receive more
individualized support. Volunteers should also receive adequate training and supervision,
should be assigned work with children who can benefit from their assistance, and they
should operate consistently with the reading program of the school.

Excerpted from: Every Child Reading: An Action Plan. (June, 1998). Learning First Alliance.
Reprinted with permission.

Teacher-Student Interactions: The Key to Quality Classrooms


By: University of Virginia Center for Advanced Study of Teaching and Learning

The Classroom Assessment Scoring System (CLASS) describes ten dimensions of


teaching that are linked to student achievement and social development. Each
dimension falls into one of three board categories: emotional support, classroom
organization, and instructional support.
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Every day, teachers make countless real-time decisions and facilitate dozens of interactions
between themselves and their students. Although they share this commonality, educators all over
the country often talk about these decisions and interactions in different ways. The Classroom
Assessment Scoring System (CLASS), developed at the University of Virginias Center for
Advanced Study of Teaching and Learning, helps educators view classrooms through a common
lens and discuss them using a common language, providing support for improving the quality of
teacher-student interactions and, ultimately, student learning.

How is the CLASS organized?


The CLASS describes ten dimensions of teaching that are linked to student achievement and
social development. Each of the ten dimensions falls into one of three broad categories:
emotional support, classroom organization, and instructional support.
Emotional support refers to the ways teachers help children develop warm, supportive
relationships, experience enjoyment and excitement about learning, feel comfortable in the
classroom, and experience appropriate levels of autonomy or independence. This includes:

Positive climate the enjoyment and emotional connection that teachers


have with students, as well as the nature of peer interactions;

Negative climate the level of expressed negativity such as anger,


hostility or aggression exhibited by teachers and/or students in the
classroom;

Teacher sensitivity teachers responsiveness to students academic and


emotional needs; and

Regard for student perspectives the degree to which teachers


interactions with students and classroom activities place an emphasis on
students interests, motivations, and points of view.

Classroom organization refers to the ways teachers help children develop skills to regulate their
own behavior, get the most learning out of each school day, and maintain interest in learning
activities. This includes:

Behavior management how well teachers monitor, prevent, and redirect


misbehavior;

Productivity how well the classroom runs with respect to routines, how
well students understand the routine, and the degree to which teachers
provide activities and directions so that maximum time can be spent in
learning activities; and

Instructional learning formats how teachers engage students in


activities and facilitate activities so that learning opportunities are
maximized.

Instructional support refers to the ways in which teachers effectively support students'
cognitive development and language growth. This includes:

Concept development how teachers use instructional discussions and


activities to promote students higher-order thinking skills and cognition in
contrast to a focus on rote instruction;

Quality of feedback how teachers expand participation and learning


through feedback to students; and

Language modeling the extent to which teachers stimulate, facilitate,


and encourage students language use.

Additional information about the CLASS is available at www.teachstone.org.


Muntner, M. (2008). Teacher-Student Interactions: The Key To Quality Classrooms. The
University of Virginia Center for Advanced Study of Teaching and Learning (CASTL).
The Teaching Profession: Making a Difference in the Lives of Students
by Roshan Tolani

inShare
There is a widespread need in the US to build a competent teacher workforce.
Besides offering a fair degree of job security, the teaching profession ensures a
decent salary along with insurance, leave, and retirement benefits.
Why Should One Become a Teacher?
Teachers play a significant role in building the nation by nurturing the intellectual
and social development of children.
The teaching profession means different things to different people. While to some it
is exhausting and low-paying, to others it is challenging, enlightening, and
satisfying.
As the education needs of the United States are diversifying, the demand for
dedicated teachers is growing. Education reforms are also
creating new challenges and new opportunities for
prospective teachers.
What Are Some Important Qualities of Successful
Teachers?
Is teaching a suitable profession for everybody? Most
would say that not everyone should plunge into the field.
To enjoy and succeed in the teaching profession, one
needs to have certain qualities.
Prospective teachers should excel academically. They
should never be tired of learning and be committed to
educating young minds. Making a difference in childrens
lives should motivate them. In addition to recognizing
students educational and emotional needs, teachers
should be able to inspire trust and confidence among their
students.

Teachers play a
significant role in
building the nation by
nurturing the
intellectual and social
development of
children.

How Can One Become a Teacher?


If you are interested in this exciting, ever-changing field, you need to be aware that
decisions about hiring teachers are made by local school districts and that the
requirements for entering the teaching profession are set by each state
independently.
Typically, a teacher must have a bachelors degree from a teacher education

program and a teaching credential. Private schools may not have stringent rules
about credentials, but a degree is almost always necessary.
The Education and Training Required to Become a Teacher
Professional teacher education programs include many subjects, such as philosophy
of education, psychology of learning, and teaching methods. Nowadays, computers
and other technology-aided teaching aids have also become an inevitable part of all
education courses. Moreover, most programs include a student-teacher internship.
The National Council for Accreditation of Teacher Education and the Teacher
Education Accreditation Council are authorized to give accreditation to teacher
education programs. Although it is not compulsory to be a graduate of an accredited
program, it adds value to ones qualifications and makes it easier to obtain a
license.
Obtaining a Teaching Credential
Private schools dont necessarily require teachers to be credentialed, but all 50
states and the District of Columbia have made having a teaching credential
mandatory for public school teachers. Usually the state board of education or an
advisory committee awards teachers credentials.
Many schools have opted for performance-based systems for earning credentials.
Teachers who participate in these systems have to prove their competence over
time before they are given provisional credentials.
Many states now offer alternative credential programs to aspiring teachers who
have not been able to complete the required education courses for obtaining a
regular credential. The idea behind instituting these alternative credential programs
is to tackle the nations shortage of teachers, especially in subjects like
mathematics and science.
Conclusion
Todays classroom teaching jobs demand a deeper understanding of psychology and
the changing needs of students in addition to basic teaching skills and subject
knowledge.

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