Sunday, August 5, 2018

Grit: We Lead it; We Teach it; We Model it

Teaching our students to dig deep and find the triumph in difficulties is as foundational to best instructional practice as basic reading comprehension. How are we teaching grit? How are we leading with grit? How are we modeling the importance of grit for students? 

Is our language in the teachers lounge modeling grit? Are we instilling grit by not allowing students to take a zero?

Sunday, March 18, 2018

Great Leaders Simplify Just About Everything

As an instructional leader, one must have systems in place that maximize the efficiency of necessary procedures. Campuses require a systematic approach to effective operation. When an instructional leader collaboratively establishes systems that simplify necessary procedural tasks, more time and energy can be spent on instruction.

Sunday, February 11, 2018

Paradigm Shift: Increase Reading Achievement with Vocabulary Skills, Not Vocabulary Word Lists

Abandon the weekly vocabulary quiz? That’s practically instructional blasphemy! Or is it? 
Upon close examination of both national and state reading standards, our charge as teachers is not to teach students vocabulary directly. Rather, the charge is to teach students the skills necessary to determine the meaning of new words as they encounter the unfamiliar words in context. This shift of our teaching practices will not only save time by freeing up the precious instructional minutes spent teaching lists of random words, but will allow teachers to maximize learning by requiring students to think critically as they read. As we know when students think critically, their brains are growing at a much more rapid rate than when they are simply listening at a retrieval level. Teach on! 

Dr. Kendra Strange