3 4 5 6 7 Displaying 29-35 of 57 Articles

Hello, dear "Teachers at Work" readers! I hope all is well, and that you, unlike me, have not yet begun to calculate how many days are left in the summer before school begins again. What can I say? I like to know my limits. But everyone else should chillax, as my students would say, were they not asleep on the beach.  Continue reading...
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Wow! What a response my last column received. Any time The Washington Post excerpts your work, you know you're on to something. My thoughts on teaching vocabulary out of literary context struck a chord with many readers, and I thought it would be beneficial for all if I answered a few questions and shared a few further thoughts this month.  Continue reading...
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Traditional vocabulary instruction holds that students learn new words best when they learn them in context. Our "Teachers at Work" contributor Shannon Reed made the startling classroom discovery that context isn't always key.  Continue reading...
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Several times throughout this school year, I've filled readers in on what's been going on in my Beginning Playwriting classroom, an 11th grade level class I introduced this year at my school. You can read about those updates here and here. At the end of March, we finished up the test run of this class with a final production, and I thought you'd like to read a bit about that experience as well as my final (for now) thoughts about why Playwriting belongs in the classroom. Call this my 11 o'clock number!  Continue reading...
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I don't naturally love short stories, even though I do like small things: fairies, marshmallows and babies all come to mind. But in my personal reading, I prefer the meatiness of a long book, be it fiction or non-. Even in my magazine reading (and I am a devoted magazine reader), I catch myself flipping ahead to see how long an article is before I start. To my mind, the longer the better, which is why I am inordinately fond of Malcolm Gladwell's articles in The New Yorker.  Continue reading...
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Last month, I held forth on the art of getting your students — or, for that matter, yourself! — to write more. By now, you no doubt have sheaves of scrawl-covered loose-leaf sitting about. So, what's next? Editing and revising.  Continue reading...
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After "How can you possibly stand being around so many kids all day long?" and "Why do you look so tired all the time?", the question I get asked most often is "How do you get your students to write?"  Continue reading...
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3 4 5 6 7 Displaying 29-35 of 57 Articles