On today’s Heinemann Podcast, Supporting Struggling Learners. How do we meet the needs of all our students while also meeting the demands of the curriculum? Every learner has strengths, writes Patricia Vitale-Reilly. She goes on to say, upon those strengths is where growth can occur. In her new book, Supporting Struggling Learners, Patty outlines 50 instructional moves for the classroom teacher. These moves that can be applied across subjects and grades. Patty walks us through how to make a positive impact on student thinking and learning. We started our conversation on the instructional moves to help make a more inclusive culture in the classroom.
Today on The Heinemann Podcast, how can teachers improve their practice around LGBTQ needs in the classroom? It’s October 11th, National Coming Out Day. A day for those who identify as LGBTQ to be visible. A day to say you matter, you’re not alone. How can educators make their classrooms a safer place for LGBTQ students and why is it important for both LGBTQ teachers and students to see schools as a safe place? Heinemann author Kate Roberts and Heinemann Fellow Jess Lifshitz talk more about the importance for our classrooms to be safe places.
On today’s Heinemann Podcast, taking charge of your teaching evaluation. Evaluations can feel like a one-way street, with teachers feeling powerless. It doesn't have to be that way, Author Jennifer Ansbach writes about how we can take charge of evaluations by keeping the focus on student learning. In her new book, Take Charge of your Teaching Evaluation, she writes about the story of your practice.
We started out asking her what she means by that and why our story of practice is so important?
On today’s Heinemann podcast: Embarrassment.
We’ve all been there. In the dead of night, lying awake, replaying that one moment over and over again in our minds. The daily mistakes we make, both large and small, are part of what make us human, and yet, are often impossible to forgive ourselves for. In his new book, Embarrassment, Tom Newkirk writes, "We perform for ourselves, often the harshest of audiences.” But how does embarrassment affect our professional lives as teachers, and how does it affect students? Tom would argue that it is the true enemy of learning, keeping teachers and students alike silent, hesitant, and afraid. So how do we get past our anxiety, our panic, and defensiveness and become more generous to ourselves? How do we teach our students to take the risk of asking for help, or just to raise their hand in the classroom?
Editors are the crucial, unseen collaborators of published writers. In her new book, Back and Forth: Using an Editor’s Mindset to improve Student Writing, Heinemann author Lee Heffernan describes adopting that role in her classroom and how it helps student-authors dig in and produce dramatically better writing. Lee relies on both student-centered pedagogy and the experiences of numerous professional writers and editors. On today's podcast, we started our conversation with why students can be reluctant to revise.
When we rely on lecture to cover more content, we’re doing students a disservice. Although lecture can be engaging and even useful, lecture alone cannot give students real opportunities to learn, retain, and transfer the ideas, skills, and practices we’re trying to teach.