Indiana schools will be closed until at least May 1, but districts are ensuring employees continue to get paid.

Teachers from North Elementary School in Noblesville decorated their cars and paraded through neighborhoods, waving and honking at students from afar during the closure of schools because of the coronavirus outbreak.

In less than 24 hours, teachers organized a parade of nearly 40 cars to say hello to students from afar.

While learning loss is a concern, ESL teachers are finding ways to stay connected, even if that means doing more in students' native languages.

Join IndyStar and #ThankATeacher during Teacher Appreciation Week. These are some educators that are making the best of a bad situation.

This Teacher Appreciation Week, IndyStar asked readers to help recognize some of the amazing teachers going above and beyond during these times.

He's interesting, he's intelligent and he's back. The Teacher returns with his hilarious lessons.

This Teacher Appreciation Week, IndyStar asked readers to help recognize some of the amazing teachers going above and beyond during these times.

"A little bit of all of us died when Kim died. If we could treat others like Kim treated us, the world would be a better place."

Teachers have adapted to the coronavirus outbreak and school shutdowns.

Indiana educators are among the strongest advocates for students and deserve the utmost appreciation and respect, Jennifer McCormick writes.

Blast from the Past: This blog entry was first issued on June 30, 2014 and was reissued on March 28, 2020. As I re-introduce this piece, we are sheltering in place as is so much of the world. That means schools are closed in many places and teachers and parents are concerned about what is being lost from children's education. As with many of you, I've been trying to help protect children's learning during these fraught times. Which brings us to today's blog entry, this one about how I taught my own children to read at home.

Last week, I began a multi-part series on how I taught my daughters to read. My oldest daughter wryly replied to that entry, suggesting I could have saved a lot of pixels if I had just said that I hired a tutor…. And her son who just had his third birthday (and who did not read that entry) informed me that his goal for being three years old was to read words.

So far, I have explained the literacy environment, print awareness, and sight word teaching that were part of teaching my daughters to read, but phonics also played an important role.

Previously, I described how I taught my daughters about print, sight vocabulary, phonological awareness,

This month’s school closures have forced families to become teachers at home overnight. 

Teacher question: I’m confused. I’ve worked with Lexiles for years and my district provided us with a chart showing the levels of books to use for each grade level. Then Common Core came along with a different chart that put different book levels with each grade level. I don’t live in a Common Core state, but I’m still not sure which chart to use. Can you help me? Shanahan's response:  It’s funny, but no one has ever asked me that before.

Teacher’s question: Our school psychologist tests all of our boy and girls for RAN. He says it is the best predictor of reading ability. How can I improve my students’ RAN performance? Shanahan’s response: If someone tells you that you can teach RAN, run!

Teacher question: I’m confused. I’ve worked with Lexiles for years and my district provided us with a chart showing the levels of books to use for each grade level. Then Common Core came along with a different chart that put different book levels with each grade level. I don’t live in a Common Core state, but I’m still not sure which chart to use. Can you help me? Shanahan's response:  It’s funny, but no one has ever asked me that before.

Teacher’s question: Our school psychologist tests all of our boy and girls for RAN. He says it is the best predictor of reading ability. How can I improve my students’ RAN performance? Shanahan’s response: If someone tells you that you can teach RAN, run!

Teaching English in Japan

(Dartmouth College) Annual award supports the research and teaching careers of talented young faculty in the chemical sciences.

(Carnegie Mellon University) Intelligent tutoring systems have been shown to be effective in helping to teach certain subjects, such as algebra or grammar, but creating these computerized systems is difficult and laborious. Now, researchers at Carnegie Mellon University have shown they can rapidly build them by, in effect, teaching the computer to teach.

(Arizona State University) Gary Moore, assistant professor in ASU's School of Molecular Sciences and the Biodesign Institute's Center for Applied Structural Discovery has just been named one of 14 young faculty nationwide to be honored with a 2020 Camille Dreyfus Teacher-Scholar Award by the Camille and Henry Dreyfus Foundation.

(Moscow Research and Practical Clinical Center for Diagnostics and Telemedicine Technologies) Researchers of the Moscow Diagnostics and Telemedicine Center collected a dataset that includes more than a thousand sets of chest CT scans of patients with imaging finding of COVID-19. As of today, it is the largest completely anonymized database of CT studies, which has no analogues in Russia or in the world. It is available for download and can be used for developing services based on artificial intelligence technologies.

Do you want to become a certified Yoga Teacher? Just join our 200 Hour Yoga Teacher Training in Rishikesh and become a certified Yoga Teacher.

By Michael Pershan, St. Ann’s School I. What do primary/secondary math educators think of the teaching that happens in colleges? And — the other way around — what do mathematics professors think of primary and secondary math teaching? I’m nearing … Continue reading →

By: Kristin Pfabe, Nebraska Wesleyan University “I am sad this class is going to be over,” said one student. “What am I going to do with myself?” asked another during the last week of an Intermediate Algebra class that I … Continue reading →

By: Yvonne Lai, University of Nebraska-Lincoln Ray Levy, Mathematical Association of America This is cross-posted in MathValues and Abbe Herzig has written a companion post. Additional resources and future meetings are also available here: https://tinyurl.com/OnlineTalkshop. In times of crisis we … Continue reading →

 By Abbe Herzig, AMS Director of Education Many of us are experiencing stress as schools, colleges and universities move instruction out of the classroom. Fortunately, even if distance learning is new to you, it isn’t new, and there is a … Continue reading →

This year’s Institute for Teaching Learning program is scheduled for Aug. 23-26 in Atlanta. Now in its 14th year, with over 700 alumni, the program combines presentations, discussions, small group activities and peer-to-peer learnings to give participants new teaching skills. The onsite program is followed by a six-month distance learning experience that include online activities and interactive webinars.

Over the last few years I have been very busy working with teachers to create individualized behavior plans for several different elementary school students. There have been amazingly successful plans where some of the most significant behavior problems in the school have turned it around. Children who made daily trips to the office are only there now to receive praise from the administration. Teachers previously brought to tears from the behaviors have stopped me in the hall to say "Oh my goodness, he's like a different kid!" Students who were close to being sent to a day placement school are now succeeding in a regular classroom. It's very encouraging if I focus on those students. However, there have also been some plans that have been revised and revised and revised and the student is still struggling and the teacher is still severely frustrated. I have been reflecting on why some behavior plans work and others don't. Of course one of the biggest factors is the student. All students are different and the motivation for the misbehavior or lacking skill is different in each student. While this is important to consider, this particular article does not focus on this. I'm going to focus today on the teacher's role in making the behavior plan successful.

• Focus on the Positive!!! The behavior plans that have had the most dramatic success are plans that allow the teacher to focus on the positive. Classroom consequences are still in place, but are not connected to the plan. Here is an example: Johnny's teachers will offer positive reinforcement frequently in the classroom by giving Johnny a “warm fuzzy” pom pom when he is caught engaging in a desired behavior. Johnny will chose the bag to keep the “warm fuzzies” in and carry the bag with him to every class. Once the bag is full, he receives an immediate reward. There is no limit to how many “warm fuzzies” he can earn in a day. He does not loose “warm fuzzies” that he has already earned. All teachers and staff who work with Johnny can give him “warm fuzzies” for his bag. This plan works because Johnny who was used to receiving a lot of negative feedback, is now getting positive attention frequently throughout the day. He receives something tangible (the warm fuzzy) that he can put into his bag. This begins to change his perception of himself, which changes his behavior, which changes his teacher's perception of him, which can potentially change his future. Plans that offer positive rewards completely separate from the classroom consequences seem to have the most significant effects.




• Be Consistent. Teachers who are able to be consistent and are able to follow through every time have the most success with the plan. Oppositional children are excellent at pushing limits to see how far they can push. Consistent teachers have more success because they don't offer the wiggle room.




• Be Flexible. This is not the opposite of being consistent. This is having flexibility in your expectations and stating them upfront. If the student was able to behave like everyone else in the class she would be. She may need some flexibility in some areas. For example you may need to have area for her to work in the classroom for times she needs to cool down and get away from a stimulus. The teacher may need to allow her extra time to finish projects if it is the transition that sets her off. Being flexible and willing to make acceptable changes for the student sets everyone up for success.




• Remember that all students are different. The behaviors may be exactly the same as a student you had two years ago. However, that doesn't mean that the motivation for the behavior or the lacking skills are the same. What works for one student may not work for the next. That is the reason for the individualized plan. I strongly recommend doing a formal Functional Behavioral Assessment and a Behavior Intervention Plan.

Teachers have a HUGE part in making the Behavior Plan sucessful. It is the teacher who has to follow through and implement it consistently every day. It is the teacher who has to push forward even when it appears it isn't working at first. It is the teacher who has a tremendous positive impact on the student when the behavior starts turning around. It is the teacher who does the work to change lives!

The prolonged health and safety stressors of COVID-19 has many parents reaching out to mental health professionals with concern over their teenagers’ increased levels of anxiety. In the United States,...

Hi all, 2020 has been a complicated year so far, and things are only going to get more complicated as the COVID-19 pandemic. I’ve been thinking a lot about teaching recently, (as I’m the instructor for a class of undergrad … Continue reading →

In an era of stepped-up immigration enforcement, speakers at this event present their research on the impact of enforcement policies on children from immigrant families and U.S. public schools. 

Massachusetts' new performance assessment for teacher candidates helps boost readiness.

American Federation of Teachers President Randi Weingarten endorsed Massachusetts Sen. Elizabeth Warren's presidential campaign Saturday, acting in her personal capacity.

Too often, teachers are asked to use SEL practices without enough training and ongoing support, tanking the effectiveness.

A sea of red-clad teachers took to the streets around North Carolina's legislative building in Raleigh to fight for higher pay and more school funding. See photos from the event.

Cursive writing is experiencing a resurgence of sorts in North Carolina elementary schools thanks to a state law that was passed in 2013.

Thousands of North Carolina teachers will take leave on May 16 to protest at the state capitol, forcing some school districts to close.

Thousands of teachers will head to the state capital on Wednesday to call for a nearly $10,000 raise over four years and an increase to per-pupil spending.

North Carolina teachers had press conferences in seven locations across the state to criticize education spending levels.

A sea of red swept the capitals of North and South Carolina on Wednesday, as thousands of teachers turned out to demand higher pay and more school funding.