We all have students in class who look as if their brains may have been hijacked. These are the students who have a faraway look in their eyes and struggle to stay present during the school day. They fail to make efficient transitions between activities and classes. They often arrive late and can’t get oriented to classroom tasks. For years, I have referred to these students as “daydreamers.” But after learning more about what is behind their struggle to stay present in class, I’ve come to realize there is a serious problem with doing so.
Dintersmith, T. (2018, May 01). What’s Actually Working in the Classroom? Retrieved May 11, 2018
- Posted: October 4, 2018
Home » Best Practices » Dintersmith, T. (2018, May 01). What’s Actually Working in the Classroom? Retrieved May 11, 2018
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead