The Classroom Assessment Scoring System (CLASS) describes ten dimensions of teaching that are linked to student achievement and social development. Each dimension falls into one of three board categories: emotional support, classroom organization, and instructional support.
Teachers: How do you convince your principal, fellow teachers, and other school staff to help the student in your class who has a learning disability? Rick Lavoie, world-renowned expert, speaker, and author on teaching children with LD, tells you how to get your voice heard. Learn how to handle common road blocks and become a proactive and successful advocate in the hallways, the teacher's lounge, and the administrative suite.
Knowing what teachers know and how they practice is necessary to ensure that there are professionals in every classroom meeting the diverse needs of students. Researchers evaluated case studies from a group of teachers and revealed four different levels of knowledge, indicating that future staff development needs to be differentiated and individualized.
Background knowledge is crucial to a child's academic success. Young children, especially those from at-risk communities, need broad and deep exposure to informational text and rich vocabulary in order to develop more complex thinking skills.
The federal No Child Left Behind law requires more testing of students, and has spurred some frantic and ineffectual test preparation in many schools, says the author, E. D. Hirsch, Jr. Reading tests must use unpredictable texts to be accurate measures of reading ability, but if you cannot predict the subject matter on a valid reading test, how can you prepare students? Hirsch says you can't, and, therefore, you shouldn't try. The only useful way to prepare for a reading test is indirectly by becoming a good reader of a broad range of texts, an ability that requires broad general knowledge."