Process writing is a way of breaking down the task of writing into its smaller component parts. By completing each step sequentially, writing becomes a less threatening and less daunting task. Students learn that writing doesn’t just happen; it is planned and it evolves, taking shape as it develops.
Life is good for Jenna Bianchi. She’s just started her second year of teaching English at Morrison High School, a job she loves. She has a pet parrot with attitude. And there’s a handsome math teacher who wants to be more than just friends. But everything changes when a defiant, disruptive tenth grader walks into her classroom.
With a smart mouth and a swagger to match, Michael Tayler is a problem for Jenna from the very first day. His school record screams troublemaker, and Jenna wonders if the new year is already doomed. But when she reads Michael’s first poetry assignment, she recognizes it for what it truly is: a cry for help.
Michael’s presence sets into motion a chain of events that turns Jenna’s perfect life upside-down and threatens to destroy her career. Faced with a challenge unlike anything she’s ever known, Jenna commits to doing what no one has done for Michael Tayler before.
Many paraprofessionals work with a single student providing a broad range of supports during the school day. Crisis Paraprofessional Kayla Berry shares her own experiences and offers ways classroom teachers and paraprofessionals can most effectively partner in support of students.
Loretta Cozza is a special education administrator in New York State. She has extensive experience working in middle and high school settings and came out of retirement to continue supporting schools in need of guidance. She is currently serving a combined middle and high school setting in a rural district. In this interview, she talks about some of her lessons learned around supporting students with LD, partnering with families, and mentoring other administrators within the special education setting.
Genesis Gonzalez is a special education teacher in New York City. In this interview, she shares the story of how she got involved in the profession and what she has learned about supporting her students with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) during her teaching career.
About LD, Accommodations & Modifications, ADHD, Adults with LD, Assistive Technology, Behavior & Social Skills, Classroom Management, College & College Prep, Early Identification, Educational Technology, English Language Learners & LD, Evaluation / LD Testing, Gifted & LD, Homeschooling, Homework Help, IEPs, Legislation & Policy, Math & Dyscalculia, Nonverbal LD, Preschool & Child Care, Processing Deficits, Reading & Dyslexia, Research & Reports, Response to Intervention, Self-Esteem & Stress Management, Special Education, Speech & Language, Study Skills, Teaching & Instruction, Transition: School to Work, Tutoring & Mentoring, Working with Families, Writing & Spelling
When children struggle in school, we often feel unsure of what to do or where to turn. One in seven children requires special assistance in the learning process. Here’s where to look for answers and advice.
In Raising Cain, Dan Kindlon, Ph.D., and Michael Thompson, Ph.D., two of the country’s leading child psychologists, share what they have learned in more than thirty-five years of combined experience working with boys and their families. They reveal a nation of boys who are hurting—sad, afraid, angry, and silent. Kindlon and Thompson set out to answer this basic, crucial question: What do boys need that they’re not getting? They illuminate the forces that threaten our boys, teaching them to believe that “cool” equals macho strength and stoicism. Cutting through outdated theories of “mother blame,” “boy biology,” and “testosterone,” the authors shed light on the destructive emotional training our boys receive—the emotional miseducation of boys.
Samantha Abeel is learning disabled and gifted. She does not understand mathematical concepts, but she is an extremely talented writer. Samantha was on the edge of despair when a caring English teacher who recognized her hidden talents intervened, offering Samantha an opportunity to describe in words the hauntingly beautiful paintings of artist Charles R. Murphy.
Knowing children with a family history of difficulties are more likely to have trouble learning to read means that efforts can be made with these children to prevent difficulties from developing.
