A story I often tell is about a visit to a Pre-K classroom a few years ago.  The children were coming in from the playground, washing hands and then sitting on the carpet for large group time.  Two girls washed their hands, headed to the rug and sat down for a calm, quiet chat.  A few minutes later, three boys arrived or better said, the WWF (World Wrestling Federation)!  Open space, no teachers…the p...

Do you find it challenging to quickly gain your students’ attention throughout the day? One of the most powerful, classroom management tools I learned to utilize was a consistent attention signal.  

  • An attention signal should include an auditory and physical component.

  • The attention signal should be utilized wherever you might have your entire class—outside, on a field trip, or within your cla...

Here come the lazy days of summer after the crazy days in the classroom.  That means it is a great time to reflect on what worked and what did not.  I know I would often feel guilty that we didn't accomplish more during the school year.  One easy way to get more teaching done on a daily basis is by maximizing instructional time during the many transitions that occur during a school day.


As educators, we plan how we will teach a lesson; we plan how to determine if a child understands the concept; we even plan the materials we will use. We always seem to be planning, yet we often neglect to plan for something that occurs numerous times throughout the day which can have a tremendous impact on the flow of the classroom- transitions. Think about the first time you drove somewhere new. Pre...

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009


April 8, 2019

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