Managing Teacher-Student Relationships: A Minimalist Approach
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
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)."
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Improving Student Writing: Using Feedback as a Teaching Tool
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
Given that teachers spend a great deal of time providing written feedback to
students, it is important that the feedback have a greater influence on students’
writing development. Verbal or written feedback can be a powerful teaching tool
if it is given while students are in the process of writing drafts.....Focusing
on individual students’ immediate writing needs, this ongoing feedback is a form
of differentiated instruction that complements the teaching of mini-lessons to
small groups or to the whole class.
The teaching tools discussed [in this summary] support all students, Grades 4 to 12."
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Opportunities to Maximize Assessment to Support Student Learning
This study investigated the way in which two individual teachers used a variety of assessment practices to track student learning during units that integrated different subject areas. The researchers looked at assessment as, for and of learning.
The purpose of this study was to investigate some of the strengths and challenges in using all three of these assessments and describe how these assessments were attempted during an integrated assignment.
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