The ABC Success Metric Tool is a powerful resource designed to assist K12 school leaders in evaluating and measuring the success of their schools. It provides a comprehensive framework to assess various aspects of school performance and effectiveness, enabling leaders to make data-driven decisions and drive continuous improvement. What are you currently using to identify growth metrics? Leaders use this tool to meet the unique needs of K–12 education. It offers a standardized approach to evaluating academic achievement, student growth, school climate, and other critical areas. Leaders use it to gain valuable insights into their schools' strengths and areas for improvement, facilitating targeted interventions and strategic planning. What are the key features and benefits?
What tool are your leaders using at their school site?Many leaders share that the ABC Success Metric Tool is an invaluable resource for K12 school leaders because it allows them to evaluate, measure, and improve their schools' performance by providing comprehensive data, promoting data-driven decision-making, and enabling targeted interventions, this tool equips leaders with the necessary insights to drive positive change and ultimately enhance the educational experience for all students. Citations: Leading a data-driven school. NASSP. (2022, May 23). https://www.nassp.org/publication/principal-leadership/volume-22-2021-2022/principal-leadership-may-2022/leading-a-data-driven-school/ NetSuite.com. (n.d.). ABC analysis in inventory management: Benefits & Best Practices. Oracle NetSuite. https://www.netsuite.com/portal/resource/articles/inventory-management/abc-inventory-analysis.shtml Via https://www.educationalinnovation360.com/blogs/unleashing-the-power-of-data-leading-your-school-to-success
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As educators, our primary goal is to facilitate learning and growth in our students (Bennett). In order to achieve this goal, it is crucial for us to understand our students' needs and interests. Every student is unique, with their own set of strengths, areas of support, and interests, and learning styles (Grant). When we take the time to get to know our students as individuals, we are better equipped to tailor our instruction to meet their needs. For example, some students may excel in visual or hands-on learning, while others may learn best through auditory or kinesthetic methods. By understanding these differences, we can incorporate a variety of teaching strategies to ensure that all students have the opportunity to succeed. Do you understand what your students are interested in?Additionally, when we take the time to understand our students' interests, we can make connections between the content we are teaching and their real-world experiences (Lange). This can help to make learning more engaging and relevant, as students are more likely to be motivated when they see the value in what they are learning. For example, if we know that a student is interested in a particular sport, we can use that as a context for teaching concepts related to physics or math. What interventions are needed in your classroom?Understanding our students' needs and interests also allows us to provide targeted support and interventions when necessary (Tomlinson). For example, if we notice that a student is struggling with a particular concept, we can provide additional resources or one-on-one support to help them master the material. Similarly, if we notice that a student is disengaged or unmotivated, we can work to identify the root cause of the problem and develop strategies to address it. Here are five things teachers can do in the classroom to support student ’ needs and interests:
Do you take the time to get to know your students?Finally, when we take the time to understand our students'’ needs and interests, we are better able to build positive relationships with them (Bennett). Students who feel seen and heard by their teachers are more likely to feel connected to their school and to be motivated to learn. This can have a ripple effect on their academic and personal success, as students who feel supported by their teachers are more likely to take risks, ask questions, and pursue their goals. When we take the time to get to know our students as individuals, we are better equipped to meet their needs, make learning more engaging and relevant, provide targeted support and interventions, and build positive relationships. By prioritizing this important work, we can help all students to succeed and thrive in school and beyond. Citations:Bennett, Jenna. “Why Understanding Student Needs and Interests Is Crucial to Effective Teaching.” Edmentum Blog, 27 Sept. 2021, www.edmentum.com/blog/why-understanding-student-needs-and-interests-crucial-effective-teaching. Grant, Holly. “Why Understanding Your Students' Needs is Essential.” TeachThought, 27 Apr. 2020, www.teachthought.com/pedagogy/why-understanding-your-students-needs-is-essential/. Lange, Christopher M. “Why Understanding Your Students' Needs Is the Key to Successful Learning.” EdSurge, 10 Jan. 2018, www.edsurge.com/news/2018-01-10-why-understanding-your-students-needs-is-the-key-to-successful-learning. Tomlinson, Carol Ann. “The Importance of Knowing Your Students.” Association for Middle Level Education, 2008, www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/16/The-Importance-of-Knowing-Your-Students.aspx. Via https://www.educationalinnovation360.com/blogs/why-is-it-important-to-understand-students-needs-and-interests School leaders across the country express that they want the same thing: high student engagement, high student success, and high graduation rates. I would say that 99% of the schools that I have visited all struggle with the same thing: knowing their data. To me, as a leadership coach and former elementary school principal, this seems very counterintuitive—to have schools call me and know where they want to go but not where they have been or where they are now. The first step to increasing student performance is for school leaders to understand their data. Here are some data sets and systems that school leaders should be examining over the summer to set their schools up for a successful 2022–23 school year. Do you know your school's metrics?When working with a new school, my first question is, “What is your data?” The most common response is, “This is my most recent graduation rate.” Yes, this is okay, but if we really want to understand the pulse of a school, we must dig deeper. Here are a couple of more questions that may help you on your journey. According to Education Next there are the top five questions when asking about data:
Leadership burnout continues to happen.As a leadership coach, I must mention that I am aware of the current condition of education. The job satisfaction of school leaders has reached an ultimate low over the last two academic years. According to the December 2021 nationwide representative survey of principals by NASSP, nearly four out of 10 principals (38%) plan to leave the profession within the next three years. I believe in the ability of a great, well-informed school leader—and that if they are supported, they will continue to serve their schools. My role is to assist educators in acquiring the necessary abilities so they can continue the work they are doing. By observing your data, I guarantee your school will be better positioned for success next year and for future years. Citations:Egalite, A. J., By, Egalite, A. J., Bio, A. J. E. A., & Bio, A. (2020, March 22). Five questions about Data use for school leaders. Education Next. Retrieved May 5, 2023, from https://www.educationnext.org/five-questions-data-use-school-leaders/ Staff, G. S. (2015, October 13). Infographic: Empowering principals with high-quality data. Getting Smart. Retrieved May 5, 2023, from https://www.gettingsmart.com/2015/10/13/infographic-empowering-principals-with-high-quality-data/ Wise, M. (2022). Do You Know Your School's Metrics? Education Week, 41(16), 15. Via https://www.educationalinnovation360.com/blogs/unlocking-school-success-through-data-driven-leadership It is generally understood that students need to develop their digital literacy, critical thinking, problem-solving, teamwork, creativity, as well as transformational abilities in the digital age. Digital literacy and communication are essential abilities that students need to thrive in an increasingly interconnected society, according to Bawane and Saini (2020). Additionally, we know that students sometimes struggle in these areas and may need to strengthen their critical thinking, problem-solving, and collaborative skills, especially to compete in the future of learning (OECD, 2021). How Can AI Help Students?AI-driven technologies may be able to help students in various ways. For instance, AI-driven applications can offer tailored feedback on language, reading, and writing abilities (Rose, 2021). AI can also make it so much easier for students from various backgrounds to collaborate (Bawane & Saini, 2020). As much as I love the potential of being able to connect globally, it's crucial to be aware of AI's potential downsides. For instance, access could be a problem in some locations (Bawane & Saini, 2020). Furthermore, As AI develops in strength, it may be difficult to challenge a claim, raising potential ethical issues for many people (Fjeld, Squire, & Klopfer, 2016). How Are You Supporting Teachers Utilizing AI?The role of a trainer is also evolving as a result of AI, with individualized coaching becoming more common (Edthena, 2021). In order to deliver individualized education that is suited to each student’s particular needs, coaches can employ AI to combine documentation and lesson observations (Bawane & Saini, 2020). AI-powered applications can also give students individualized feedback on their language, reading, and writing abilities, which can help them become more proficient in these areas: What Tools Teachers Using Now?
What Drawbacks Can We Forsee With AI?AI has the potential to play a significant role in helping students develop the essential skills they need to succeed in the digital age. However, it is important to be aware of the potential drawbacks of AI and to use it in a responsible and ethical manner. Citations: Bawane, J., & Saini, N. (2020). Artificial intelligence in education: Challenges and opportunities. Education and Information Technologies, 25(5), 4065-4085. Edthena. (2021). Adam Geller: Personalized Coaching Through Video. Retrieved from https://blog.edthena.com/adam-geller-personalized-coaching-through-video/ Fjeld, M., Squire, K., & Klopfer, E. (2016). The potential of augmented reality for teaching and learning. In Augmented reality: Innovative perspectives across art, industry, and academia (pp. 51-67). Springer. OECD. (2021). The Future of Education and Skills 2030: OECD Learning Compass 2030. OECD Publishing. Rose, D. (2021). AI in Education: Current Applications and Future Potential. Education and Information Technologies, 26(1), 307-327. Via https://www.educationalinnovation360.com/blogs/empowering-students-in-the-digital-age-the-role-of-ai-in-developing-essential-skills Effective classroom management is a critical aspect of teaching, especially in elementary classrooms where young students are still learning to regulate their behavior. For new teachers, professional development in classroom management should be the number one priority. Research has shown that effective management of discipline problems can significantly improve academic achievement, student behavior, and overall classroom culture (Orpinas & Horne, 2004). As a result, teachers must be prepared with successful strategies for working through classroom management. According to Zuckerman, here are some strategies new teachers can use: Quick Classroom Changes for New Teachers
As a teacher, there are many essential elements to consider in order to create an effective learning environment for students. Lesson planning, preparation, clear classroom rules and norms building positive relationships, and addressing underlying classroom issues that may cause classroom disruption. All of these factors contribute to creating a successful and productive classroom experience for both students and teachers. Strategies for a Productive Learning Environment:
Although it can sometimes become overwhelming, it is the teacher's goal to help students maintain their behavior rather than control it (Kontor et al., 2021). This means focusing on teaching students the skills and strategies to regulate their behavior rather than trying to control or suppress it. In the classroom, managing classroom behavior is essential to creating a positive and productive learning environment but if teachers struggle to manage their classroom it can cause teacher burnout, managing disruptive behavior can be emotionally and physically exhausting for teachers. It is important to have a support system and to take care of one's well-being to avoid burnout. New Teacher Support for Classroom ManagementEffective classroom management is essential for creating a conducive learning environment and as a new teacher, it takes some work as well as consistent practice. As teachers, we must maintain consistency to avoid confusing or frustrating students and ensure that clear rules and consequences are in place to create a sense of stability. Also staying in communication with your students, families, and other teachers. It is critical to foster a supportive environment. We must always remember that- over-reliance on punishment and candy rewards is not a sustainable strategy; we need a balance of prevention and positive reinforcement to help students regulate their behavior effectively. Finally, work with your resources, counselors, and caring community to address underlying issues such as trauma, mental health concerns, or learning difficulties. many times veteran teachers, coaches, and colleagues can provide support and brainstorm solutions. ReferencesGlasgow, N. A., & Hicks, C. D. (Eds.). (2009). What successful teachers do: 101 research-based classroom strategies for new and veteran teachers. Corwin Press. Kontor Owusu, M., Yusuf Dramanu, B., & Owusu Amponsah, M. (2021). Classroom Management Strategies and Academic Performance of Junior High School Students. International Journal of Education and Management Engineering, 11(6), 29–38. https://doi.org/10.5815/ijeme.2021.06.04 Orpinas, P., & Horne, A. M. (2004). A teacher-focused approach to prevent and reduce students' aggressive behavior. American Journal of Preventive Medicine, 26(1), 29–38. https://doi.org/10.1016/j.amepre.2003.09.016
Via https://www.educationalinnovation360.com/blogs/effective-strategies-for-managing-an-elementary-classroom-for-new-teachers Block scheduling, a system in which students attend longer classes over a shorter period, presents several unique challenges for teachers. With class times sometimes stretching up to 90 minutes or longer, it can be problematic to maintain students' attention and engagement throughout the entire period (Ipinyomi, 2022). However, with a few key strategies and tools, educators can make the most of their block schedules and provide effective instruction for their students. Adjusting Instruction to Extended Class Period FormatsOne of the most significant challenges of block scheduling is adjusting instruction to the longer class period format. Teachers must find ways to keep students engaged and active during the entire period, which can be daunting (Glasgow et al., 2009). Here are some tips on how to manage instruction during extended class periods:
Transitioning Learning ActivitiesHere are some tips on how to transition between learning activities during an extended class period:
Assessing Student ProgressAssessing student progress during an extended class period can be a challenge. Traditional assessment methods may not work well in a block schedule. Here are some tips on how to assess student progress during extended class periods:
ConclusionBlock scheduling provides teachers and students with a unique learning experience that requires different approaches to instruction, learning activities, and assessment. To successfully manage the challenges that come with block scheduling, teachers must plan their classes thoroughly, create engaging learning activities, and collaborate with other teachers. Additionally, teachers must remain flexible, willing to adjust instruction as necessary, and find ways to evaluate student progress effectively. By taking these steps, teachers can create a student-centered learning environment that promotes student success in the block scheduling format. Block scheduling blog References Glasgow, N. A., & Hicks, C. D. (Eds.). (2009). What successful teachers do: 101 research-based classroom strategies for new and veteran teachers. Corwin Press. Ipinyomi, J. (2022, October 18). Understanding Block Scheduling and How it can help you increase your Productivity. Student Lesson. https://studentlesson.com/understanding-block-scheduling-and-how-it-can-help-you-increase-your-productivity/
Via https://www.educationalinnovation360.com/blogs/maximize-learning-strategies-for-teachers-in-block-scheduling Transforming School Libraries for BIYOC: Using a Racial Equity Lens to Improve Library Instruction.4/7/2023 Hey! We all know that school libraries are super important for a great education. They're the heart of the school library program, and good quality instruction can make a huge difference in how well students do in their lives. So let's talk about how we can make school libraries even better for BIYOC (Black, Indigenous, and Youth of Color). We can start by looking at how library instruction can be improved by taking a racial equity lens, and then work together to come up with a plan to make those improvements. And once we've made those changes, we can see how they're working for BIYOC. Here are 5 things we should consider when we are making this shift:
It's also crucial to create library instruction that is culturally relevant and sustaining. Public librarians have a big role in making sure that kids feel engaged and included, rather than feeling left out. We can learn from libraries that are doing a great job at this, and use resources like the El día de los niños/El día de los libros initiative, YALSA's Teen Programming Guidelines and Teens First: Basic Learning Outcomes and the AASL Standards Framework for Learners is a great place to start. There are lots of examples of great library programs out there, like the Woke Teens Forum at the Hartford Public Library and the Project LIT Community. By taking an equity lens and working together, we can help transform school libraries to be even better for all students. Citations: Alam. (2018, April 3). Teen programming guidelines. Young Adult Library Services Association (YALSA). Retrieved April 7, 2023, from https://www.ala.org/yalsa/teen-programming-guidelines Hassell, S. H., & Hassell, S. H. (2018, March 1). Socializing to social justice: WTF-woke teen forum-at the Hartford Public Library. YALSA Blog. Retrieved April 7, 2023, from https://yalsa.ala.org/blog/2018/03/01/socializing-to-social-justice-wtf-woke-teen-forum-at-the-hartford-public-library/ Jones, S., & Haynes, C. (2021). Racial Equity in Library Instruction: An Analysis of Current Practices and Recommendations for Future Directions. Journal of Library Administration, 61(5), 548-562. DOI: 10.1080/01930826.2021.1921178 Lschulte. (2022, December 10). El Día de los Niños/El Día de los libros (children's day/book day). Association for Library Service to Children (ALSC). Retrieved April 7, 2023, from https://www.ala.org/alsc/initiatives/dia Project Lit. End Book Deserts. (n.d.). Retrieved April 7, 2023, from https://www.endbookdeserts.com/project-lit#:~:text=Founded%20by%20high%20school%20teacher,in%20our%20schools%20and%20communities Via https://www.educationalinnovation360.com/blogs/transforming-school-libraries-for-biyoc-using-a-racial-equity-lens-to-improve-library-instruction We already know it's important for us to measure the academic success and progress of our students in today's context. So as teachers, we try to see if we're using the right resources to support individual growth and help students who are falling behind the best way we know how. However, not every skill, talent, or positive characteristic can be easily measured or quantified, have you heard of non-cognitive variables? The Term Non-Cognititive Variables is starting to resurface in K12 again!Non-cognitive variables is starting to come up pretty often. Non-cognitive variables are the unique characteristics that all students have that help them shine, problem-solve, connect with their peers, and learn through both the resources given to them and their own experiences so they will be successful. K12 teachers are starting to implement these strategies into their classrooms but they are not currently measured as a school district to ensure growth among students. Here are five ways we currently use non-cognitive variables in our K12 classrooms:
Here are the Non-cognitive Variable groups to remember:Non-cognitive variables are grouped into four factors: cognitive, motivational, social-emotional, and metacognitive. They are also known as personal competencies and can be taught and refined. Students who exercise their non-cognitive variables are more likely to view their accomplishments as earned, accept constructive criticism, take on leadership roles, and practice long-term planning. They are also more aware of the struggles that students of different abilities, races, and income levels may face in the school system. If universities can predict undergraduate success why not expand to other areas?While universities measure non-cognitive variables as a major predictive factor of undergraduate success, it's difficult for many curriculums and school programs to measure them and add them to their current system of measuring educational factors. Although teachers and principals recognize the merit of non-cognitive variables, it's challenging to implement changes in a system that is already dependent on established variables. References Connect. School. (n.d.). [IMAGE] Retrieved March 30, 2023, from https://school-connect.net/ Fagioli, Loris P, et al. 2020. "The Role of Non-Cognitive Variables in Identifying Community College Students in Need of Targeted Support." Research in Higher Education, vol. 61, no. 6, 2020, pp. 725–763., https://doi.org/10.1007/s11162-020-09588-7. Jaschik, Scott. 2017. "An Admissions Reformer Takes Stock." An Admissions Reformer Takes Stock of the Use of Non-cognitive Variables, https://www.insidehighered.com/admissions/article/2017/05/22/admissions-reformer-takes-stock-use-noncognitive-variables.
Via https://www.educationalinnovation360.com/blogs/beyond-grades-the-importance-of-measuring-non-cognitive-variables-for-student-success 2 Boost Your Teaching Skills: The Advantages of Recruiting a Teaching Partner as a Peer Coach3/23/2023 Teaching is a complex and demanding profession that requires continuous learning and growth. However, the power is in teachers working in collaboration with and receiving feedback and support from their peers. We know that a lack of collaboration can lead to feelings of burnout, stagnation, and a lack of professional development. One solution to this problem is to recruit a teaching partner as a peer coach or have leadership assign new teachers to mentor teachers. Ask yourself this question; who on your staff is on an island? Which teacher struggles to connect with groups, and first start there! What is Peer Coaching?Peer coaching is a collaborative and non-evaluative approach to professional learning. It involves two or more teachers working together to reflect on and improve their practice. Peer coaching allows teachers to share their expertise, learn from each other, and give and receive feedback (Galbraith & Anstrom, 1995). Peer coaching can take many forms, from observing and reflecting on lessons to co-planning and co-teaching. Benefits of Peer CoachingPeer coaching is a powerful method of professional development for teachers that can have significant benefits for both the coach and the coachee. Peer coaching has many benefits, including: Professional GrowthPeer coaching allows teachers to engage in ongoing, job-embedded professional development. Through collaboration with their teaching partner, teachers can reflect on their practice, try new strategies, and receive feedback on their teaching. Improved Student OutcomesPeer coaching has positively impacted student learning. When teachers collaborate to expand their practice, students benefit from a more engaging and effective learning environment. It can also create a more personalized and supportive learning environment for students. As teachers work together and share with students, they can get to know each student's strengths, weaknesses, and learning styles, leading to more targeted and effective instruction. It can also help students feel more connected and engaged in the classroom, leading to better academic outcomes. In this way, peer coaching can help shrink the school's size by creating a more tight-knit and collaborative school culture (Glasgow et al., 2009). Reduced IsolationTeaching can be an isolating profession, but peer coaching can help to break down those barriers. It is natural for new teachers to feel nervous or uncomfortable when first starting a peer coaching relationship. However, it is important to recognize that this discomfort is often a sign of growth and learning. By working with a teaching partner, teachers can build a supportive relationship that can help them to feel less alone and more connected to their colleagues (Glasgow et al., 2009). By stepping outside their comfort zones, new teachers can push themselves to try new things and develop new skills, benefiting their students. Over time, as they become more familiar with the coaching process, new teachers may feel more confident and comfortable in their role as both a coach and a learner. Increased Job SatisfactionPeer coaching is a powerful tool for boosting teacher morale and job satisfaction. When teachers feel supported and empowered to improve their practice, they are more likely to feel engaged and fulfilled in their work (Ortan & Simut, 2021). Things to RememberWhen implementing peer coaching, teachers may find that it does not work for them or that they are uncomfortable with the process. In such cases, it is significant to note that peer coaching is not a one-size-fits-all approach and can be adapted to meet the needs of individual teachers. It is perfectly acceptable to use peer coaching for a single unit or lesson and then move on rather than trying to sustain it over the long term. Teachers should only come together for peer coaching when it is logical and practical for them to do so. This flexibility will help ensure that the peer coaching process is effective and meets the needs of all teachers involved. ConclusionPeer coaching can be a valuable tool for teachers, particularly new teachers, to improve their instructional practices and build their professional network. It involves partnering with fellow teachers to observe each other's classes, provide feedback and support, and engage in collaborative planning. This approach can lead to improved teaching practices, increased teacher satisfaction, and better student outcomes. Teachers should consider starting with small, manageable goals and building from there, as well as being willing to adjust and end the partnership as needed. References Galbraith, P. F., & Anstrom, K. (1995). Peer Coaching: An Effective Staff Development Model for Educators of Linguistically and Culturally Diverse Students. Directions in Language and Education, 1(3). Glasgow, N. A., & Hicks, C. D. (Eds.). (2009). What successful teachers do: 101 research-based classroom strategies for new and veteran teachers. Corwin Press. Ortan, F., Simut, C. C., & Simut, R. (2021). Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System. International Journal of Environmental Research and Public Health, 18(23), 12763. https://doi.org/10.3390/ijerph182312763
Via https://www.educationalinnovation360.com/blogs/2-boost-your-teaching-skills-the-advantages-of-recruiting-a-teaching-partner-as-a-peer-coach As a teacher, our voice is one of your most important tools for delivering a lesson effectively, or is it? We know, the constant strain of talking for extended periods can lead to voice-strain symptoms, which can impact your ability to teach effectively and may even result in absenteeism. Engaging your students in more curricular conversations can help save your voice and improve the quality of instruction. Teachers can also use less verbal communication in the classroom, such as reducing their volume to a whisper to force students to listen or using non-verbal communication methods like writing instructions on the board or using hand signals. Reducing the Volume of the Teacher’s VoiceReducing the volume of the teacher’s voice to almost a whisper can be an effective classroom management technique, forcing students to be quiet and listen. It may seem counterintuitive, but it forces the students to stop talking to be able to hear what the teacher is saying. Using wait-time; waiting until the class is quiet, to continue teaching is also an effective strategy. Students must learn at the beginning of the year that instruction will stop, and the lesson’s focus will not continue until everyone pays attention. The key is to resist the urge to talk and wait for a short period (usually 15-20 seconds) until the class is quiet (Glasgow et al., 2009). Engaging Students in Many More DiscussionsEncouraging students to engage in discussions can reduce the amount of direct instruction required and help students develop critical thinking skills. This approach also helps create a more student-centered learning environment where students feel valued and involved in learning (Watson, 2021). Students actively think about the material being covered when they engage in conversations. This process allows them to build connections between the new material and their prior knowledge, which helps their ability to retain the information. This active engagement also helps reduce the time you spend speaking, reducing the strain on your voice. Give Directions Without Using Verbal InstructionsTeachers constantly talk during class, give instructions and explanations, and answer questions. To help combat this problem, teachers can look for alternative ways to give instructions without verbal instructions (Ryan & Maina). Here are some ideas: 1. Use visual aids: Rather than explaining a concept or process verbally, consider using visual aids like diagrams, flowcharts, or images to help students understand the content. 2. Write on the board: Writing instructions on the board can effectively communicate with students without using your voice. 3. Use hand signals: Establishing hand signals for common tasks, such as raising a hand to ask a question or giving a thumbs up to indicate understanding, can help reduce the amount of verbal communication. 4. Utilize technology: Many schools now have access to technology such as interactive whiteboards or projectors. 5. Collaborative learning: Encouraging students to work in groups or pairs and to communicate with each other can help to reduce the amount of talking the teacher needs to do during class. ConclusionTeachers can experience significant strain on their vocal cords due to the high amount of talking they do during class. However, there are various ways teachers can reduce verbal communication. By incorporating visual aids, writing on the board, using hand signals, utilizing technology, and promoting collaborative learning, teachers can help preserve their voices while creating a more engaging and interactive learning environment for their students. Teachers must take care of their vocal health; these alternative methods can help them do just that. ReferencesGlasgow, N. A., & Hicks, C. D. (Eds.). (2009). What successful teachers do: 101 research-based classroom strategies for new and veteran teachers. Corwin Press. Ryan, S., & Maina, M. (n.d.). PELINKS4U - Promoting Active & Healthy Lifestyles. Pelinks4u.Org. Retrieved February 19, 2023, from http://www.pelinks4u.org/articles/ryanMaina6-7_2012.htm Watson, A. (2021, November 16). Truth For Teachers - Tips for teachers: how to save your voice. Truth for Teachers. https://truthforteachers.com/tips-for-teachers-on-how-to-save-your-voice/
Via https://www.educationalinnovation360.com/blogs/engage-students-differently-to-save-teachers-voices |
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