Teachers Should Research Articles

"I Think the Teachers Should Really Connect More With the Students": The Influence of Systemic Racism, Inequity, School, and Community Violence on Connection for High School Students Who Are Suspended or Expelled.

The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, n = 11; Black, n = 10; having special education needs, n = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connection wove throughout the data; however, three themes were found to block connection: unacknowledged impact of adversity, a climate of fear, and the disproportionate impact of limited resources. Trauma-informed culturally attuned approaches that focus on the disproportionate impact of adversity and school discipline at the point of a disciplinary response, and throughout a student's educational experience, are essential.

WHICH TEACHERS SHOULD BE REPLACED BY AI

Teaching complex, abstract content is the key foundation of our civilization. Even before Internet there were technologies which thus significantly improved teaching and learning process and accelerated development of human society. With Internet and digital technology a number of new, powerful technologies are available to education. They significantly change the role of the teacher. No teacher can provide data, information, explanation, discussion or advice that cannot be found online nor can do it better than someone already did, or will do online. However, instead trying to do all for all, modern teacher should focus on doing something particular what they excel in for a fraction of students who truly need that teacher. Due to Internet the quantity of that small fraction of students will be larger than ever. Schools also need to transform, both physically and institutionally. Physically they need to provide spaces and resources for collaboration and exploration as well as cohabitation with their teachers. Institutionally they will specialize for some aspect of educational process from creation of new knowledge, its curation to its assessment.

Team Meeting: English and History Teachers Should Be Friends

Team Meeting: English and History Teachers Should Be Friends

What Teachers Should Know About Teaching Culturally Relevant Books in Grades 11–12

This article presents popular misconceptions on teaching culturally relevant books and provides strategies that can inform the search, selection, and teaching of books in culturally responsive ways. Informed by relevant research and insights gained from collaboratively teaching a children's literature course at college level, I discuss how the teaching strategies suggested here can be adapted to suit the needs of high schoolers, especially in grades 11–12, in line with the ELA Common Core State Standards (CCSS). The recommendations offered represent a step forward to fight back against misinformation and fears of utilizing these books.

What Teachers Should Know for Effective Marine Litter Education: A Scoping Review

Marine litter has had a huge impact on the marine environment and the socio-economic activities that depend on healthy oceans. All members of the community must play their part to address marine litter. Teachers are agents of change that are capable of encouraging pro-environmental practices among the community that will reduce environmental issues, including marine litter. However, teachers were found to have limited knowledge regarding ocean literacy and marine pollution. A scoping review was conducted to identify various aspects of content knowledge related to marine litter education that has been recently conducted for school teachers and students. Web of Science, Scopus and ERIC databases were searched for articles published in English between 2015 and 8 July 2021. Fourteen peer-reviewed articles were selected for this study and were subjected to content analysis. Topics related to marine litter were frequently addressed. Meanwhile, topics related to teaching Environmental Education/Education for Sustainable Development (EE/ESD) were the least addressed. Benthic marine litter, solutions to marine litter and the introduction of new types of marine litter were identified as topics that need to be addressed in future marine litter education. This study lists content knowledge based on previous literature and identified the gaps, which will be useful for teachers to improve their knowledge and implement effective marine litter education in school.

Research on the Cognition Degree of Logical Reasoning Literacy by Pre-Service High School Mathematics Teachers

At Present, Logical Reasoning Literacy Has Generated Extensive Attention From All Walks Of Life, Many Questions About It Have Been Studied Except That The Cognition Of Pre-Service High School Mathematics Teachers On Logical Reasoning Literacy. To Address This Gap, This Study Analyzed The Cognition Degree Of Logical Reasoning Literacy Of 51 Pre-Service High School Mathematics Teachers With An Open-Ended Questionnaire Self-Designed. After Analyzing, It Could Be Found That A. The Cognitive Scope of Them about Logical Reasoning Literacy Is Not Extensive, More Than Half of the Content of Logical Reasoning Literacy Is Not Recognized; B. Their Cognition Is Not Deep, Their Cognitive Level Of Them Mainly Stays At Level 1, And Their Cognition Is Not Continuous And Linear; C. Many Pre-Service High School Mathematics Teachers’ Cognition For Most Aspects Of Logical Reasoning Literacy Is Not Very Clear. The Content They Can Fully Understand Is Mainly The Definition And Manifestation Of Logical Reasoning Literacy. Therefore, It Is Suggested That: A. Experts And Teachers In Charge Of Certification Work Should Expand Mathematics Advanced Literacy Courses And Pay More Attention To Them; B. Pre-Service Teachers Should Fully Understand The Related Contents Of Logical Reasoning Literacy, Go Deep Into Each Level, And Clarify The Expression Of Logical Reasoning Literacy.

A Study on What English Teachers Should Do in the English Classroom

It has long been taken for granted that what should be done in the English classroom largely consists of the presentation of knowledge and language practice. However, this is a questionable assumption. The learning of language knowledge and skills can take place both in and outside the classroom. Language learning taking place in the classroom should not be confined to presentation and practice. The paper argues that whatever can be achieved by students themselves outside the classroom should not be done in the class and that classroom learning should make full use of the presence of the teacher and peer students. Interactive activities are preferable whenever possible.

Gifted Adolescent Readers’ Perceptions of How Teachers Should (or Should Not) Listen During Dialogic Discourse

Effective listening is essential when teachers facilitate instructional classroom discussions. While the intersection between teacher listening and how students engage in discussions has received a wealth of research attention from other fields, this important phenomenon continues to be underresearched in the gifted and literacy education fields. To deepen our understanding of the phenomenon of teacher listening from students’ perspectives, we conducted an in-depth focus group study with middle school gifted students from five schools in a Southeastern state in the United States. Findings of our data analysis revealed four key interrelated themes: (a) teachers as active listeners, (b) teacher character traits, (c) student feelings and behaviors, and (d) listening as a pedagogical tool. Of significance, this study revealed students’ perspectives of how gifted education teachers should listen and that their listening influences students’ sense of connectedness and motivation for learning. Implications for professional learning and recommendations for future research are discussed.

Leveled Texts: How and When Teachers Should Use Them

Leveled Texts: How and When Teachers Should Use Them

When Behavior Negatively Affects the Student: What Are the Best Practices Teachers Should Use to Reduce the Aggressive Behavior Among Students in Elementary School?

When Behavior Negatively Affects the Student: What Are the Best Practices Teachers Should Use to Reduce the Aggressive Behavior Among Students in Elementary School?

What Teachers Should Know About Selective Mutism in Early Childhood

Selective mutism is a relatively uncommon, yet significantly impairing anxiety disorder that causes difficulties in young children when communicating in social situations (such as school) even though they speak normally when they are comfortable (such as at home). Early childhood educators play a unique role in helping to identify selective mutism, given that symptoms often do not occur in the home environment. Parents are incumbent upon educators to bring non-communicative behavior to the parent’s attention, and recognition of selective mutism by early childhood professionals can lead to a referral for appropriate intervention services. Unfortunately, research has indicated a problematic, lengthy lag-time to treatment for children with selective mutism (i.e., symptoms occurring on average 3 years before beginning treatment). Early recognition and treatment of selective mutism can have a profound effect on prognosis; therefore, it is important for educators to understand the difference between shy behavior and symptoms of selective mutism, where to find information regarding selective mutism, and aspects surrounding referral for intervention. This article includes brief descriptions of components of evidence-based treatment for selective mutism including contingency management, stimulus fading techniques, exposure-based practice, and audio/video self-modeling are provided to guide educators of early childhood. Finally, specific classroom strategies for the teacher to use, such as providing a warm classroom environment, using a hierarchy of communication and fixed-choice questions, increasing wait-time for questions, and using video recordings for communication, are reviewed. Use of these strategies will aid in supporting the child’s treatment in the classroom environment, thus reducing the child’s anxiety and increasing verbalizations.

暴力と対峙する : 国語教師の仕事(子午線)

暴力と対峙する : 国語教師の仕事(子午線)

Teachers Should Teach Dance Though Inexperienced: Quantification of the Teaching Anxiety

Teachers Should Teach Dance Though Inexperienced: Quantification of the Teaching Anxiety

Teaching English to Young Learners: Things That The Teachers Should Consider

Teaching English to young learners is challenging to the English teachers because young learners have difference point of view and character. Even though it looks so easy to teach English to young learners, the teachers should not underestimate some aspect before teaching young learners, therefore this article discusses about three aspects that should be considered by the teachers when they teach English to young learners, those are; the strategy when they teach, the characteristics of young learners and the classroom management.

How Teachers Should Be Paid. Commentary to Gita Steiner-Khamsi’s Manuscript “Teach or Perish: The Stavka System and its Impact on the Quality of Instruction References”

Gita Steiner-Khamsi’s opposition of two teacher salary systems, the “teaching load” (stavka) system and the weekly workload system, does not seem very productive. The author’s analysis of the teacher salary reform in Kyrgyzstan and of the overcrowding of schools appears to make much more sense. Gita Steiner-Khamsi’s article is also surprisingly interesting in that it gives the idea of how researchers analyze the processes in foreign education systems. teacher salary systems, teaching load, weekly workload system, teacher salary reforms, overcrowding of schools.

How to Elaborate What Teachers Should Learn? Five Steps for Content Specification of Professional Development Programs, Exemplified By “Moves Supporting Participation in Classroom Discussions”

This paper aims at widening the discussion on the research-based design of professional development (PD) programs: from the prevailing “how-questions” (with their focus on the pedagogy and didactical principles for PD) to the “what-questions.” What-questions focus on the specification of the content in the PD program that should surmount deficit-oriented views on teachers’ perspectives. The presentation of a five-step program for the theoretically and empirically grounded process of content specification of a PD program is exemplified by the content “moves supporting participation in classroom discussions.”

What Teachers Should Know About the Bootstrap: Resampling in the Undergraduate Statistics Curriculum

Bootstrapping has enormous potential in statistics education and practice, but there are subtle issues and ways to go wrong. For example, the common combination of nonparametric bootstrapping and bootstrap percentile confidence intervals is less accurate than using t-intervals for small samples, though more accurate for larger samples. My goals in this article are to provide a deeper understanding of bootstrap methods—how they work, when they work or not, and which methods work better—and to highlight pedagogical issues. Supplementary materials for this article are available online.[Received December 2014. Revised August 2015]

What Teachers Should Know About Common Core

AbstractIn 2010, more than 40 states adopted the Common Core State Standards. Initially, the standards were quickly and easily embraced, but over the past year the standards have become enmeshed in various controversies, raising many questions about how the standards were written and what they include. This article attempts to provide authoritative answers to those questions. It explains the federal role in the standards writing and adoption, the sources of the standards, and the rationale for developing them. It also explores instructional issues dealing with the role of literature, phonics instruction, text complexity, and student motivation.

Posttraumatic Stress Disorder in Children: What Elementary Teachers Should Know

Posttraumatic stress disorder (PTSD) is not limited to the men and women who have been exposed to the horrors of war through military service. Children who are exposed to traumatic and life-threatening events, such as school shootings, physical and sexual abuse, and community violence, also can suffer from PTSD. This article explores the causes, prevalence, symptoms, and treatments of PTSD in children and provides suggestions for what teachers can do to help.

Beyond the Stacks: Why High School English Teachers Should Be Talking about Books

In this article, the author shares interview data showcasing teacher expertise and calls for more focused professional development in reading and discussing literature.