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Managing Teacher-Student Relationships: A Minimalist ApproachAuthor(s): Christine Richmond
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research on managing teacher-student relationships:

"Teachers can have two types of conversations with students in class. In the ideal situation the most potent
conversation is focused on learning, with minor support from the managing conversation. However, when
teachers experience lessons where conversation about managing dominates, the learning agenda can
disappear and poor outcomes are much more likely (Richmond, 2007)."

This document has been viewed 1,165 times.
Supporting Families as Collaborators in Children's Literacy DevelopmentAuthor(s): Michelann Parr
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

Many families are unaware of the valuable role they play in apprenticing their children into literacy. When asked what they do to support their children’s literacy development, they often think in terms of school-based tasks, rather than the things they do each day: singing a lullaby, playing card games, talking at the dinner table or checking email. Because there is no evident academic or school connection, families undervalue what they do that fosters literacy. It is essential, then, that educators help parents understand the important role they play in their children’s education.

This document has been viewed 885 times.
Using a Professional Learning Community to Support Multimodal LiteraciesAuthor(s): Heather Lotherington; Cheryl Paige; Michelle Holland-Spencer
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

Literacy instruction is under pressure, being pushed towards screen-based, digitally networked environments, while simultaneously adhering to print- based reading and writing practices. Teachers are pulled in opposing directions as literacy is applied to an expanding grey area of evolving texts that do not fit comfortably within conventional school curricular expectations and assessments. How can teachers change their literacy teaching practices to incorporate integrated pedagogical approaches while still ensuring student success?

This document has been viewed 750 times.