Working with and teaching middle school students can be very challenging and rewarding. It requires constant updating of skills to keep pace with the ever changing educational environment due to new rules and regulations, changing culture, and new technology.
In this teacher training course you will learn:
1. How to effectively structure and manage your classroom to improve student behaviors
2. How to structure Lesson Plans to engage students bell to bell
3. How to communicate with students and parents
4. How to choose appropriate grading and assessment strategies
5. Much much more
Many of the topics that are covered in this course are not taught in detail during most teacher preparation programs or are ignored entirely.
I have distilled many years of teaching experience in the classroom, hundreds of observations as an instructional coach, and research from my Doctor of Education program to bring you what does and does not work well in the 21st century middle school classroom.
Join the course and help your current and future middle school students become successful in all of their endeavors!
Certificate of Completion will be emailed after satisfactory course feedback is completed.
Test your knowledge on effective planning for instruction with this quick quiz.
Check your understanding of assessment practices with this short quiz.
The most important responsibility of every educator is to provide the conditions under which people’s learning curves go off the chart. Whether one is called a principal, a teacher, a professor, a foundation official, or a parent, our most vital work is promoting human learning ... and above all our own learning. (Barth, 1996, p. 56)
In the comment section, share at least two practices that you are confident to begin right away. What made you choose the two?
Thank you for taking the time to provide feedback so that I may reflect and grow these online courses into the best ever!!
Blackburn, B. R. (2013). Rigor is Not a Four-Letter Word. Second Edition. New York, NY: Routledge.
Covey, S. (2014). The 7 habits of highly effective teens. Turtleback Books.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Dodge, J., & Duarte, B. E. (2017). 25 quick formative assessments for a differentiated classroom. New York: Scholastic.
Dueck, M. (2014). Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn. Alexandria: ASCD.
Farr, S. (2010). Teaching as leadership the highly effective teacher's guide to closing the achievement gap. San Francisco, CA: Jossey-Bass.
Marshall, J. C. (2016). The highly effective teacher: 7 classroom-tested practices that foster student success. Alexandria, VA: ASCD.
O'Connor, K. (2011). A repair kit for grading: 15 fixes for broken grades. Boston: Pearson.
Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong.
Wormeli, R. (2006). Fair isn't always equal: Assessing & grading in the differentiated classroom. Portland, Me.: Stenhouse.
I am a National Board Certified Teacher in Adolescent Mathematics. In addition to teaching middle school math and science, I have served as a school improvement specialist, math coach, school district integration technology specialist, and adjunct instructor for Coastal Carolina. I am passionate about engaging teachers with best practice instructional strategies; and students with technology integration, in such a way that prepares them today, for tomorrow's possibilities.