This blog post explores innovative and engaging lesson plans for any novel unit... ranging from task cards to book instagram pages to a novel podcast project. Student choice is key here, and students can find something they would like to complete in order to convey their reading, comprehension, and

History and Benefits of Neuro-Linguistic Programming Infographic Neuro-Linguistic Programming (also known as NLP) has two main components to the change or “programming” that it tries to bring about. First is the neuro or the brain component and the second is the language component, which not only involves speech but also involves the five senses, gut […]

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It’s the most wonderful time of the year… for co-worker Secret Santas! This week, teacher Maria wrote in to the We Are Teachers HELPLINE! with the following Christmas conundrum: “What do I get for a Secret Santa gift for a …

In a mood to learn something? You can find any piece of information on the web. What’s more, you can attend an online course, find language tools, download a free ebook, or find out how to ma…

As part of our SEL curriculum through Second Step, students learn about the S.T.E.P. method for solving their everyday problems. The last 7...

Cone of Learning I took one look at this and everything made sense. I first saw this picture, ever, in the book Increase Your Financial IQ by Robert T. Kiyosaki on page 183. I HIGHLY recommend this…

There are days when it feels like all we do in the classroom is solve conflicts. Here are eight tips to help kids solve their own problems at playtime.

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Logarithms help you add instead of multiply. The algebra formulas here make it easy to find equivalence, the logarithm of a product, quotient, power, reciprocal

If you stayed up all night or had bad night of sleep you may find it difficult to stay awake in class. These 15 tips will help you stay alert in class.

Boost students' thinking with these 5 simple questions that are sure to generate more meaningful classroom discussions and improve student engagement.

Teacher: Paula D.C.

Helping students develop metacognitive strategies is one of the most efficient and effective ways to help our students. But how do we do it?

The difference between Do, Does, Did and Done in English using charts, examples and games

Have you ever had a class that just tried your patience day after day? Have you ever felt like you could walk away from teaching forever tom...

You are smart, no matter what others say. Discover the major types of intelligence and find out where you are most intelligent.

How to understand that without thoughts we can not feel and vice versa. To feel good, thoughts become more important then you may know.

Great little visual for students learning how to cope with angry or fustrated feelings. #socialskills

ADJECTIVES TO DESCRIBE HOW FOOD TASTES, HOW IT CAN BE COOKED, AND ITS TEXTURE IS. - ESL worksheets

Cooperative Learning is a great strategy to use in every classroom. It doesn’t matter the age or ability of the students, cooperative learning can be…

English grammar is the body of rules that describe the structure of expressions in the English language.

With the advent of the common-core standards, our thinking about how to support second language learners has become super important. While opting for services like Translation Services London is an excellent way to get one’s work translated, one also has to know more than one language fluently. Our current focus for supportive instruction may be on […]

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Many languages have masculine and feminine words, but the German language has neuter words as well.

Despite difficulties with eye contact, most children with Aspergers and High-Functioning Autism (HFA) are visual learners. Visual learners need to see the information. The whiteboard, texts for reading, or information on the computer all help these children succeed in the classroom. It's important to distinguish that some visual learners prefer the written form of the language (e.g., a book that explains grammar or vocabulary). This preference is similar to an “analytical approach.” Other visual learners prefer diagrams or charts that illustrate grammar or vocabulary. This preference is similar to a “global approach.” Both types of visual learners may need to write down information in order to remember it. Although some teachers believe notes aid memory, visual learners see notes as a prerequisite to memory. In other words, if they don't write down the information and/or draw charts and diagrams, then they won't remember the information. Information or ideas heard may not be retained as well as if the Aspergers or HFA child had been able to take notes. Visual learners should be allowed to write notes or draw charts and diagrams in the class, perhaps with the teacher providing a minute or two after an explanation or presentation to take down the information. Longer recall times to activate the language will prove necessary if visual imagery doesn't accompany explanations. The 7 learning styles: Aural (auditory-musical): Student prefers using sound and music. Logical (mathematical): Student prefers using logic, reasoning and systems. Physical (kinesthetic): Student prefers using his/her body, hands and sense of touch. Social (interpersonal): Student prefers to learn in groups or with other people. Solitary (intrapersonal): Student prefers to work alone and use self-study. Verbal (linguistic): Student prefers using words, both in speech and writing. Visual (spatial): Student prefers using pictures, images, and spatial understanding. Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style. For example: Aural: The temporal lobes handle aural content. The right temporal lobe is especially important for music. Logical: The parietal lobes, especially the left side, drive our logical thinking. Physical: The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement. Social: The frontal and temporal lobes handle much of our social activities. The limbic system also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression. Solitary: The frontal and parietal lobes, and the limbic system, are also active with this style. Verbal: The temporal and frontal lobes. Visual: The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation. Teachers should remember the following when working with Aspergers and HFA students: 1. Flashcards with pictures and/or words are an excellent tool for visual students. If flashcards aren't available, then the child can make his own. Alternatively, when encountering new words, the child can picture the object in his/her head. 2. Listening skills are a primary component of oral communication. Extra opportunities should be given to build listening ability, with many opportunities for visual learners to hear and process the information. 3. Visual students may struggle with pronunciation, intonation, tone, register, and other aural skills. 4. The child with Aspergers or HFA tends to have the following traits: • Arrives at correct solutions intuitively • Creates unique methods of organization • Develops own methods of problem solving • Develops quite asynchronously • Enjoys geometry and physics • Generates unusual solutions to problems • Has good long-term visual memory • Has visual strengths • Is a good synthesizer • Is a late bloomer • Is a whole-part learner • Is better at math reasoning than computation • Is creatively, mechanically, emotionally, or technologically gifted • Is turned off by drill and repetition • Is very sensitive to teachers’ attitudes • Learns best by seeing relationships • Learns complex concepts easily, but struggles with easy skills • Learns concepts all at once • Learns concepts permanently • Learns whole words easily • Masters other languages through immersion • May have very uneven grades • Must visualize words to spell them • Prefers keyboarding to writing • Reads maps well • Relates well to space • Sees the big picture, but may miss details • Thinks primarily in pictures 5. The child with Aspergers or HFA tends NOT to have the following traits: • Attends well to details • Can show steps of work easily • Can sound out spelling words • Can write quickly and neatly • Develops fairly evenly • Excels at rote memorization • Follows oral directions well • Has auditory strengths • Has good auditory short-term memory • Is a step-by-step learner • Is an analytical thinker • Is an early bloomer • Is comfortable with one right answer • Is well-organized • Learns by trial and error • Learns in spite of emotional reactions • Learns languages in class • Learns phonics easily • Learns well from instruction • May need some repetition to reinforce learning • Progresses sequentially from easy to difficult material • Relates well to time • Thinks primarily in words ==> Teaching Students with Aspergers and HFA

Grammar guides and exercises. - ESL worksheets

Here is a collection of eight class discussion techniques to structure classroom discussion and ensure all students' equal participation.

What are the different types of bilingualism in children, and separating the bilingualism Facts from Fiction

I've been asked to share my assessments and those that I use. Assessments are snapshots of a child's current ability to perform a certai...