The new year brings with it an opportunity for renewal and rejuvenation, not just in our personal lives but in our classrooms as well. It's the perfect time for a classroom reset – a chance to refresh our approach, reestablish our expectations, and reignite our students' enthusiasm for learning. In this post, we'll explore the essential steps for a successful classroom reset and how it can set the tone for a productive remainder of the school year.

There’s a distinct difference in the atmosphere of a classroom that employs traditional teaching methodologies and one that’s embraced the dynamic nature of Project-Based Learning (PBL). I've experienced this transformation firsthand, and there are compelling reasons why I’ve become an ardent supporter of PBL, especially in the realm of social studies.

As a dedicated social studies teacher, I've always found joy in imparting the intricate stories, historical events, and cultural nuances that form the tapestry of our past. Content, for many educators like me, has been the cornerstone of our teaching methodology. However, with the advent of Project-Based Learning (PBL), the focus has gradually shifted. Instead of building units around content, we now build them around projects. This transition, while promising in its outcomes, is not without its challenges.

Project-Based Learning, commonly abbreviated as PBL, is a transformative teaching approach that is reshaping how students experience education. While many teachers have incorporated end-of-unit projects into their curriculum for years, PBL is a distinct and comprehensive strategy that offers students a deeper, more immersive educational experience, especially in subjects like social studies.

New York City public schools have a unique approach to welcoming students back into the classroom. With the first week lasting only two days, Thursday and Friday, it's crucial to make these days count. But what exactly should you be doing during those initial two days?

In the bustling environment of a classroom, educators are constantly seeking innovative ways to enhance learning and engagement. One such tool that often finds its home in classrooms across grades and subjects is a word wall. While it may seem simple, a word wall is more than just a decorative feature. It's a dynamic learning tool that empowers students to expand their vocabulary, engage with content, and foster a love for language. Let's explore how and why you should utilize a word wall in your classroom.

We face a significant literacy crisis in this country, with too many students reading below grade level. In my own experience, 71% of my 7th grade students started the last school year reading three or more grades behind. By the end of the year, thanks to collaborative efforts and strategies like Collaborative Strategic Reading (CSR), we reduced that percentage to 47%. While we still have a way to go, the progress was undeniable.

Whether your students are more or less literate, CSR can make a difference. In this post, I'll explain what CSR is, why it's effective, and how you can implement it in your classroom.

At the beginning of the school year, my 7th-grade students undertook an iReady reading assessment. The results were startling: only 10% were reading at grade level, and a staggering 71% were reading three or more grade levels behind.

Hearing this, one might assume that my students were illiterate. However, this was far from the truth. They could read, but they struggled with academic vocabulary, which severely impacted their comprehension. Working in a low-income area with traditionally marginalized students, I could detail numerous reasons for these struggles, but that's not the focus here. Instead, I want to share three practical and effective tips for teaching content-specific vocabulary that made a real difference in my classroom.

Curriculum planning is the cornerstone of effective teaching. It's like the blueprint for constructing a building; if you don’t have a clear vision and structure in place, your efforts may end up disjointed, leading to missed opportunities and knowledge gaps for students. By dedicating time to thoughtful curriculum planning, educators ensure a cohesive and comprehensive learning experience that paves the way for a successful school year. In essence, curriculum planning is the roadmap guiding both teachers and students toward academic success and enriched learning.

Reading helps students build their vocabulary because they encounter words that they might not use in everyday ordinary conversation.

Teaching in a low-income school with traditionally marginalized students is not easy and honestly, not for everyone. I have been at my school for 6 years now, and I have seen teachers come and go because they were not ready for this type of challenge. Now, do not get me wrong, low-income and traditionally marginalized students are not that much different than their counterparts. There are just some unique challenges that teachers must overcome or truths they must accept in order to be successful.

Promote a culture of reading in your homes. Reading cannot only be a school activity. Students need to read for fun, not only as a school requirement. You do not understand how many of my students see reading as a chore or punishment. Ensure your children see reading as fun escapes into different lands and experiences.

Do not struggle with your children’s learning on your own. Get the help you need by following these three simple tips!

Whether you are a teacher, paraprofessional, guidance counselor, speech therapist, etc. it is okay to ask for help. It does not make you weak or incompetent to ask for help when you need assistance. It makes you human. Below, I have a list of places you can turn to when you need support with the demands and expectations of working in a school.

In order to fully achieve the goals of education all three groups must work together. Education cannot only be the job of teachers; it takes teachers, parents, and students working together for it to be effective. Without that collaboration, we create a less-than-desirable learning experience.