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- The First Year
- Essays on the author's experiences in her first year of teaching: the mistakes she made, what she learned from them, and how she used them to become a better teacher — and how other first-year teachers can, too.
- Format: book (multiple pages)
- I know who they are, but who am I?
- In The First Year, page 3.10
- In your efforts to build relationships with your students, be sure to maintain your status as their teacher.
- By Kristi Johnson Smith.
- Noodles away
- This lesson will assist students to see angle relationships and the relationship of parallel lines and transversals. This exercise is good for visual and tactile learners since it is of a concrete nature. Students of all academic levels can enjoy this.
- Format: lesson plan (grade 5 Mathematics)
- By Melda Bullock.
- Mix and match ecology: Symbiosis
- In this high-school biology lesson, students gain an understanding of the three kinds of symbiotic relationships by creating relationships between imaginary animals.
- Format: lesson plan (grade 9–12 )
- By MaryBeth Knight Greene.
- Polyhedra: Faces, edges, and verticies (3-D marshmallow models)
- Students will review the names of 3 dimensional shapes, create the shapes using marshmallows and toothpicks, and find relationships among the faces, verticies, and edges of different 3-D polyhedra.
- Format: lesson plan (grade 3 Mathematics)
- By Julie Little.
- Constructing a food web
- Students will construct food chains and food webs in order to recognize the relationships between organisms.
- Format: lesson plan (grade 9–12 Science)
- By Lynn Pearson.
- New beginnings
- In The First Year, page 2.11
- Treat January as an opportunity to start fresh, in your relationships with students and colleagues and in your classroom management and instruction.
- By Kristi Johnson Smith.
- Connecting with colleagues: No tricks, all treat!
- In The First Year, page 2.4
- You're busy, but making time for conversation with colleagues will pay off in the long run.
- Format: article
- By Kristi Johnson Smith.
- Cause and effect writing: What it looks like and who reads it
- Students examine the causes and effects presented in a brochure called “Ozone: The Good and the Bad.” They also examine the language of the brochure with regard to audience appropriateness. Students then write their own brochures examine their classmates' brochures for cause and effect and for audience appropriateness.
- Format: lesson plan (grade 9–10 English Language Arts)
- By Michelle Roberts.
- Getting to know them
- In The First Year, page 1.5
- Getting to know your students as real people makes your classroom a more effective learning environment.
- By Kristi Johnson Smith.
- March Madness and relationship-building
- In The First Year, page 3.9
- Taking time away from instruction to build relationships with your students can pay off in the long run.
- By Kristi Johnson Smith.
- Three weeks and counting: What winter break might really mean
- In The First Year, page 2.9
- Your students might not be looking forward to a break in their routine as much as you think.
- By Kristi Johnson Smith.
- Our students: Not just ours, and not just students
- In The First Year, page 3.7
- Often, your difficulties with students will have nothing to do with your actions, your classroom management, or your school.
- By Kristi Johnson Smith.
- Creating a safe space for students to take academic risks
- In The First Year, page 1.6
- A classroom culture that encourages students to take academic risks starts with the teacher.
- By Kristi Johnson Smith.
- Why inquiry?
- The rationale for using discovery learning methods in teaching science.
- Number sense every day
- Number sense – an intuitive feel for numbers and their relationships – develops when children solve problems for themselves.
- By Lisa Wilson Carboni.
- The Wilmington Race Riot
- In North Carolina in the New South, page 8.3
- In November 1898, on the heels of the state Democratic Party's white supremacy campaign, violence broke out in Wilmington. A white mob burned the offices of a black newspaper and killed at least twenty-five African Americans.
- Format: article
- Meaningful mathematics: using balances for problem solving
- Using balances to represent equations forces students to find their own meaning in mathematical problems.
- By Grayson Wheatley and George E. Abshire.
- Communicating with parents at the beginning of the year
- In The First Year, page 1.3
- Start communicating with parents at the beginning of the year, to establish a relationship before you have anything negative to say.
- By Kristi Johnson Smith.
- Concept maps: an introduction
- Using concept maps can help students make connections among subject areas. This article explains how teachers can use concept maps effectively and provides links to tools for creating them online.
- By Bobby Hobgood.
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