The way you organise your room (where the boards, screens, desks, your table are) can go a long way to setting up an environment for learning and good discipline. Even if it is not your permanent room, you may be able to negotiate with the "owner" changes to the room that will be more to your liking. At worst, you might rearrange the room for each lesson with the help of a group of students at the start and end of the lesson. Keep the following in mind:
1. You must have clear, easy access to your boards and your table.
2. Arrange the students' desks to suit your teaching style or rearrange them to suit your different teaching strategies.
3. Make sure there is easy access to all desks for all students and for you.
4. Movement around your room should be quick and easy.
5. All desks must have clear uninterrupted views of boards, screens and monitors.
6. You will need desks that allow you to separate 'troublemakers' or those who are easily distracted.
7. The position of the teacher's ...

All students like to be successful in classrooms including students who believe that they should be naughty in the classroom to require attention and respect. Success in classrooms are different for different students, success in classroom are categorized to:
• Student-to-colleagues social success
• Student-to-teachers social success
• Student academic and intelligence success in class
There are students who are successful building relationships with their colleagues in class without focusing on building good relationships with teacher or to get good grades in different classes.
There are also students who build good relationships with teachers, but not with their colleagues at class nor they get good grades in different classes.
The third type of students are those who focus solely on their academic success and to look more intelligent than others in class and they neglect the relationship part of the success in class.
In this post, I will not talk about balancing between the three ...

A collection of writing over time helps students (or anyone) recognize growth. When teachers grade papers and return them so that students can toss them and then you collect more and do the same, the opportunity to compare growth and evaluate advancement disappears. Portfolios furnish a quick solution. Some teachers prefer a complicated process that includes massive collections, sorting, shuffling, and much time. Time is a commodity that teachers do not have in excess so I will offer my streamlined approach. Purchase or order manila folders in a variety of bright colors
Why would colored folders matter? The folders are great because papers slip in and out and are easily re-ordered. Since you store them in your classroom in a special file drawer, they remain as a collection and not scattered about a desk or locker. Why colored folders? After years of experience and cover comparison I have found that when folders are colored, students treat them in a special way. They write their names ...

Although students need to perform basic academic work to learn during the early years, extra-curricular opportunities are also important for a well-rounded education. Learn what types of opportunities are typically available in elementary schools to find the best options for your youngsters.
Science Fairs
Science fairs are organized programs designed to give students an opportunity to learn about science, mathematics, and engineering. This program involves the students' selection of projects that appeal to individual interests. Students can gain valuable experience, knowledge, and skills as they explore a specific area of study for a project. Students also learn how to conduct experiments and investigations, documenting activities and arriving at hypotheses based on observations and outcomes. It's also common for science fairs to involve scholarship opportunities for children who place successfully with their projects.
Plays and Musicals
Elementary schools that provide drama education ...

When I went to school many years ago, we primarily had full-class presentations and lectures. In the second grade I do remember reading groups, but otherwise we were taught en masse and then regurgitated as necessary onto paper. Overall this lasted through high school and worked fine as I knew no other way. Every once in a while students were called on to offer insight and opinion, but it was not an everyday occurrence nor do I recall that every students was held accountable for a response.
In college I encountered a bit more interaction, where instructors solicited responses from students but I never felt that this was to encourage thought but rather to double check that either students had done the reading and were ready to offer up rote answers or to ensure that our thoughts matched those of the instructor. Really, free thinking was a moot point. Read, write, and mimic the professor in thought and deed and we would receive a passing grade. One professor in particular loved to call ...