EdHub: The Educators Resource Network

EdHub is an online library of professional development materials dedicated to the advancement of best practices in teaching and learning at the PK-12 and higher education levels. The EdHub library provides interactive online resources and a shared learning environment to support individual PK-12 teachers, principals, university teaching assistants, teacher prep students, and university faculty in creating a culture which values teaching and learning.
6 members | 175 affiliated resources

All resources in EdHub: The Educators Resource Network

School-Wide Strategies for Managing Defiance / Non-Compliance

(View Complete Item Description)

Students who are defiant or non-compliant can be among the most challenging to teach. They can frequently interrupt instruction, often do poorly academically, and may show little motivation to learn. There are no magic strategies for managing the behaviors of defiant students. However, research shows that certain techniques tend to work best with these children and youth: (1) Give the student positive teacher recognition. Even actions as simple as greeting the student daily at the classroom door or stopping by the student’s desk to ask ‘How are you doing?’ can over time turn strained relationships into positive ones. (2) Monitor the classroom frequently and intervene proactively to redirect off-task students before their mild misbehaviors escalate into more serious problems. (3) Avoid saying or doing things that are likely to anger or set off a student. Speak calmly and respectfully, for example, rather than raising your voice or using sarcasm. (4) When you must intervene with a misbehaving student, convey the message to the student that you will not tolerate the problem behavior—but that you continue to value and accept the student. (5) Remember that the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving. Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation. (6) Develop a classroom ‘crisis response plan’ to be implemented in the event that one or more students display aggressive behaviors that threaten their own safety or the safety of others. Be sure that your administrator approves this classroom crisis plan and that everyone who has a part in the plan knows his or her role. One final thought: While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by remaining calm, following pre-planned intervention strategies for misbehavior, and acting with consistency and fairness when intervening with or disciplining students.

Material Type: Teaching/Learning Strategy

Author: Jim Wright

School-Wide Strategies for Managing Hyperactivity

(View Complete Item Description)

Hyperactive students tend to have a very high energy level, act impulsively and can be behaviorally distracting. They may fidget, play with objects, tap pencils so loudly against their desk that kids from across the room look over at them, or blurt out answers to teacher questions before the instructor is even finished asking them. When working with students who are hyperactive or impulsive, teachers should keep in mind that these students are very often completely unaware that others view their behavior as distracting or annoying. Teachers working with such children can greatly increase their own effectiveness by clearly communicating behavioral expectations to students, by encouraging and rewarding students who behave appropriately, and by being consistent and fair when responding to problem student behaviors. Here are teacher ideas for managing impulsive or hyperactive students who display problem motor or verbal behaviors:

Material Type: Teaching/Learning Strategy

Author: Jim Wright

Strategy Guide: Using Paired Reading to Increase Fluency and Peer Cooperation

(View Complete Item Description)

In this strategy, students read aloud to each other, pairing more fluent readers with less fluent readers. Likewise, this strategy can be used to pair older students with younger students to create “reading buddies.” Additionally, children who read at the same level can be paired to reread a text that they have already read, for continued understanding and fluency work. This research-based strategy can be used with any book or text in a variety of content areas, and can be implemented in a variety of ways.

Material Type: Reading, Teaching/Learning Strategy

Strategy Guide: Using the Jigsaw Cooperative Learning Technique

(View Complete Item Description)

In this strategy guide, you will learn how to organize students and texts to allow for learning that meets the diverse needs of students but keeps student groups flexible. The research that originally gave credibility to the jigsaw approach—creating heterogeneous groups of students, diving them into new groups to become expert on a topic, and then returning them to their home groups—touted its value as a means of creating positive interdependence in the classroom and improving students’ attitudes toward school and each other.

Material Type: Reading, Textbook

Strategy Guide: Using Partner Talk to Strengthen Student Collaboration and Understanding

(View Complete Item Description)

In this strategy guide, you’ll learn about Partner Talk—a way to provide students with another learning opportunity to make learning their own through collaboration and discussion. Partner Talk can be used for assessing classwork, making connections to prior knowledge, discussing vocabulary, or simplifying concepts. One of the main goals of the English Language Arts Common Core Standards is to build natural collaboration and discussion strategies within students, helping to prepare them for higher levels of education and collaboration in the workforce. In today’s classrooms, students are using complex texts and are being asked to use a variety of strategies and provide evidence-based responses. Partner Talk is a best practice that gives students an active role in their learning and scaffold the experience for students.

Material Type: Reading, Teaching/Learning Strategy

Positive Peer Reports: Changing Negative Behaviors By Rewarding Student Compliments

(View Complete Item Description)

Some students thrive on peer attention-and will do whatever they have to in order to get it. These students may even attempt intentionally to irritate their classmates in an attempt to be noticed. When students bother others to get attention, though, they often find themselves socially isolated and without friends. In addition, teachers may discover that they must surrender valuable instructional time to mediate conflicts that were triggered by students seeking negative peer attention. Positive Peer Reporting is a clever classwide intervention strategy that was designed to address the socially rejected child who disrupts the class by seeking negative attention. Classmates earn points toward rewards for praising the problem student. The intervention appears to work because it gives the rejected student an incentive to act appropriately for positive attention and also encourages other students to note the target student's good behaviors rather than simply focusing on negative actions. Another useful side effect of positive peer reporting is that it gives all children in the classroom a chance to praise others-a useful skill for them to master! The Positive Peer Reporting strategy presented here is adapted from Ervin, Miller, & Friman (1996).

Material Type: Teaching/Learning Strategy

Author: Jim Wright

Teacher Praise: An Efficient Tool to Motivate Students

(View Complete Item Description)

Teacher praise is one tool that can be a powerful motivator for students. Surprisingly, research suggests that praise is underused in both general- and special-education classrooms (Brophy, 1981; Hawkins & Heflin, 2011; Kern, 2007). This guide offers recommendations to instructors for using praise to maximize its positive impact.Effective teacher praise consists of two elements: (1) a description of noteworthy student academic performance or general behavior, and (2) a signal of teacher approval (Brophy, 1981; Burnett, 2001).

Material Type: Teaching/Learning Strategy

Author: Jim Wright

Build a Student Motivation Trap to Increase Academic Engagement

(View Complete Item Description)

Motivating a reluctant student to complete schoolwork is not easy. In a typical classroom, students can choose from a number of sources of potential reinforcement (Billington & DiTommaso, 2003)--and academic tasks often take a back seat to competing behaviors such as talking with peers. One way that teachers can increase the attractiveness of schoolwork is by structuring lessons or assignments around topics or activities of high interest to the student (Miller et al., 2003).In fact, with planning, the teacher can set up a 'trap' that uses motivating elements to capture a student's attention to complete academic tasks (Alber & Heward, 1996). Here is a 6-step blue-print for building an academic 'motivation trap' (adapted from Alber & Heward, 1996).

Material Type: Teaching/Learning Strategy

Author: Jim Wright

Response to Intervention, Parent Resources

(View Complete Item Description)

Families are critical partners in effective implementation of RTI. As states and school districts work to implement an RTI process that provides early help to struggling students, parents need to understand the essential components of RTI and the roles they can play in supporting their child’s success.

Material Type: Reading, Teaching/Learning Strategy

Homework Contracts: Tapping the Power of Parents

(View Complete Item Description)

Students who regularly complete and turn in homework assignments perform significantly better in school than those of similar ability who do not do homework (Olympia et al., 1994). Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards to boost student completion (and accuracy) of homework. Students also learn the valuable skills of breaking down academic assignments into smaller, more manageable subtasks and setting priorities for work completion.

Material Type: Teaching/Learning Strategy

Author: Jim Wright

The Family Engagement for High School Success Toolkit: Planning and Implementing An Initiative to Support the Pathway to Graduation for At-Risk Students

(View Complete Item Description)

The Family Engagement for High School Success Toolkit is designed to support at-risk high school students by engaging families, schools, and the community. Created in a joint effort by United Way Worldwide (UWW) and Harvard Family Research Project (HFRP) as part of the Family Engagement for High School Success (FEHS) initiative, the toolkit has two parts: Part 1 focuses on the comprehensive planning that goes into the development of a family engagement initiative. Part 2 focuses on the early implementation process.

Material Type: Teaching/Learning Strategy

Resource Guide for Family Engagement in Education at the High School Level

(View Complete Item Description)

Although family engagement tends to decline as students enter adolescence it remains important at this stage of youth development, and is related to healthy behaviors and higher rates of college enrollment. This resource guide represents a sampling of research reports, best practices, and tools to guide you in conceptualizing and creating effective family engagement strategies for high school students.

Material Type: Teaching/Learning Strategy

Family Engagement for High School Success Toolkit Webinar Series

(View Complete Item Description)

The recently released The Family Engagement for High School Success Toolkit: Planning and implementing an initiative to support the pathway to graduation for at-risk students distills the successes and lessons learned throughout a 5 month planning process at 15 United Way pilot sites—where community stakeholders worked together to create family engagement action plans—and through the first year of implementing the initiatives. Join us as Jennifer Enderlin from AT&T moderates a two-part webinar series designed to introduce the main themes of the toolkit and explore the central components of planning and implementing family engagement strategies for at-risk high school students.

Material Type: Teaching/Learning Strategy

Family Involvement in the Education of Secondary-School-Age Students With Disabilities

(View Complete Item Description)

Family support for learning is important for all students, but it may be particularly important for children with disabilities. One of the main tenets of the Individuals With Disabilities Education Action is parents’ participation in decision making related to their children’s education. However, despite legislative support for parental involvement, little information has been available until now to examine the actual level of family support for education that is given to middle- and high-school-age students with disabilities.

Material Type: Teaching/Learning Strategy