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School is back in session! (or at least it's about be) Here's how teachers are feeling about that...

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The end of a long and blissful summer for the whole population of school kids and their teachers must only mean one thing, back to school you go! Though kids might cry about the end of carefree summer days, it's so much harder for the teachers. Imagine dealing with a horde of wild and unruly kids times 30, listening to their parents' complaints, dealing with all the paperwork, and getting ready for lessons for most of the year for a salary that's not so amazing. We bet that even the best teachers can lose their heads sometimes.

The Power of AI for teachers needs to be leveraged for lesson planning efficiency. Learn about two different AI tools to save time and energy!

Introducing my latest unit on Teachers Pay Teachers. CLICK HERE to get it now!!! In this unit there's centres activities with blackline masters for the children to record their work. This

So, here is a list of valuable blogs for teachers that offer not just information, but a community where teachers come together to learn, grow, and inspire.

Avoid writer's block and plan your blog post calendar in advance with these helpful writing prompts for teachers.

You can always feel the energy and anxiety ramp up on test day right before the bell.

Explore Latest Collection Of Teacher’S Day Quotes Here. The Following Words Best Describe This Category. Teacher’S Day Sms, Teacher’S Day Text Messages, Teacher’S Day Greetings, Teacher’S Day Wishes, Teacher’S Day Celebration, New Teacher’S Day...

I recently applied for a first grade position in a neighboring district. The employment in that district is highly competitive. I fortunately landed an interview at a school there and knew I needed something to take with me to showcase my talents and passion for teaching. I had read that teaching portfolios had helped many others in this situation. I have always kept a portfolio each year to meet our state's professionalism rubric, but I needed something a little more tailored to the needs of an interview. I decided to create my own that highlighted some important areas of teaching and that would serve as evidence to questions asked during the interview. Since I was going after a primary grade teaching position, I wanted the colors to be bright and colorful. I think it's also important to put your contact information on the cover, as well as your picture. They might want to keep your portfolio to look over while making their decision. Your picture will help remind them of you and your interview. I also wanted to take them on a tour of my classroom. They should be able to envision me in their building. Since I am a blogger, I have lots of photos of my classroom. I included a blog post after this page in the portfolio that took them through my learning space. You could even add a layout of your classroom from a website that allows you to create those. That would show them that you value classroom layout and like to plan ahead. Classroom management is an area they will definitely want to know about. What is your system? How do you ensure a smoothly run classroom? How do promote positive behavior and desired expectations in your classroom? I included information along with photos of these areas. Not only did I incorporate my latest strategies, I also added strategies of the past that I had tried with my students. Lesson plans should also be included. I have taught kindergarten and second grade, so I included examples of both. If you do visual plans, definitely incorporate those! They are attention grabbers and look great in your portfolio. I included a copy of my current classroom schedule. I wanted them to see that consistency and routine were vital to my learning environment. One section in my notebook was all about lesson plans and creative activities I had incorporated in my classroom. I divided that section up into some effective best practices. In each section, I included the strategy, brain research to support the practice, and photos of them being incorporated into my classroom. I also included some units I had created along with photos of students engaged in activities from those units. Another section in the portfolio highlighted assessment and data. Education is so data-driven these days that I knew I had to incorporate this. I listed all of the assessments I had experience with, included data from assessments I had administered (do not include student names), and showed how I used the data to drive my instruction. You may be asked about parent communication in your interview. In this section, I included newsletters and various other ways I communicated with parents and got them involved in their child's education. I also took the time to break down what my reading and math blocks looked like. I made sure to mention the five components of reading, curriculum I had experience using, and student work samples. I made sure to highlight how each of these areas drove student success. Finally, I had sections for professional development and important documents. You should include any professional development you have attended, as well as any you have led. Be sure to also include documents such as a copy of your teacher license, praxis scores, and a college transcript. There are many more components to my portfolio that you will have access to if you purchase this Editable Teacher Portfolio. I am confident it really helped me receive the first grade position. It provided easy evidence for me to refer to during the interview. The file is a PowerPoint, but you could also save it as a PDF when completed to send digitally to principals. Since it is editable, you can add or take away any pieces to fit your needs. It will definitely make you stand out in your teacher interview! I hope this portfolio is beneficial to you and lands you that perfect job! Happy teaching and best wishes!

The first year of teaching can be a challenge! These 15 Teaching Tips for New Teachers are proven strategies to help new teachers survie their first year!

I received a handout at a workshop I recently attended on different factors coaches can look for in classroom observations. Collecting quality evidence during observations and presenting it in a clear manner to teachers is such an important piece of improving teacher practice and student achievement…so this handout really got me thinking about what I look […]

Once i found these i never looked back 🙌🏼 make sure tou get OIL BASED and not chalk markers so it doesn’t rub off! 😉 #teachersoftiktok #teacher #teachertips #teacherlife #teacherthings #fypシ...

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Here are the most useful expressions of classroom language that will enhance your classroom workflow and keep students happy.

Ever looked at the teacher down the hall or in the classroom next door and wondered, how do they have it all together? What is their secret sauce to getting

We’ve all had that teacher at some point in our lives. It can be really difficult to determine what makes a teacher remarkable.

20K views, 300 likes, 8 comments, 146 shares, Facebook Reels from Wonder Teachers: At least I know if teaching doesn’t work out for me, I have a future in song writing ✨🥰🎥Credit :...

"I desperately need some advice on how to work with my son's (high functioning autistic) teacher so we can come up with a 'plan' that actually works for him - both academically and behaviorally." Collaboration between parent and teacher facilitates successful education for ALL children. But for young people with Asperger’s and High-Functioning Autism, it’s especially important to have effective communication, consistency on goals and rewards across settings, teamwork planning, and monitoring of interventions. The parent-teacher relationship is ongoing, reciprocal, respectful, and child-centered. This post offers important tips for facilitating effective parent-teacher teamwork: 1. A message notebook may be used so that the educator can communicate what is going on at school – and the mother or father can communicate what is happening at home. Notebook comments from the educator may discuss a youngster's progress, his behavior, attitude, the rate at which he completes class work, and so on. A message notebook also provides an opportunity for the mother or father to ask questions she or he may have for the educator or provide information about the youngster to the educator. 2. Brainstorming requires both creativity and patience. Parents need to allow the teacher to share suggestions with them, even though they might not necessarily make sense to parents at first. The best solutions are not always the most obvious ones. Parents should be flexible in their thinking and open to the teacher’s suggestions – and listen to the reasons behind the suggestions (e.g., the educator may suggest a particular approach because that intervention has been effective with other Asperger’s children in the past). 3. Children with Asperger’s and High-Functioning Autism often have difficulty planning ahead for longer assignments or class projects. To assist with lengthy assignments, these kids benefit from having a contract for the assignment so they are aware of their timelines and responsibilities. ==> Teaching Students with Aspergers and High-Functioning Autism 4. E-mail has become a very common and convenient method of communication. If moms and dads and educators both have an e-mail address, e-mail may be a convenient way for them to communicate. 5. Homework is frequently an area of difficulty for children with Asperger’s and High-Functioning Autism – and may be the subject of the majority of parent-teacher trouble-shooting. Parents and teachers often report that Asperger’s children are not aware of assignments, have left books or homework at school, or have completed work - but have not returned or submitted it for grading. It’s important that all parties understand homework policies and their individual roles and responsibilities (e.g., How often will homework be given? How much time will be required to complete assignments? What is the parent’s role?). It’s equally important for educators to obtain information from the mother or father about their schedules, the parents’ other children, and household routines. Many moms and dads find that assisting their Asperger’s youngster with homework requires time, organization, and patience, which can be challenging for them to muster after a day with job and family responsibilities. When educators and parents communicate their expectations and situations, they can develop and monitor successful homework plans. 6. For children with Asperger’s and High-Functioning Autism, managing homework assignments may require assistance from an advocate or "coach." The coach is often a special education teacher who meets daily during "homeroom" or "study skills" class with children to build organizational, study, time-management, and self-advocacy skills. The special education teacher mentors and supports the child and communicates with teachers at weekly team meetings to discuss and monitor the child’s assignments and projects. The special education teacher serves as a contact person for parents and educators and provides consistent communication and teamwork between home and school for academic and behavioral growth. 7. In order to come up with the best solutions to a youngster's problems, moms and dads and educators need to discuss the problems in detail. Although such discussions may be difficult, they are necessary in order to develop interventions that can be implemented consistently at school and at home. With the right interventions, most Asperger’s kids will improve, although it may take a while. Stay positive, work collaboratively, and think about how all of this time and effort will ultimately benefit the youngster. ==> Teaching Students with Aspergers and High-Functioning Autism 8. Lack of motivation by children with Asperger’s and High-Functioning Autism is often a factor in starting and completing school assignments. When educators offer children multiple ways of demonstrating their learning, they can explore their interests and creative talents, thus increasing their motivation and effort. 9. Make use of a student planner, which is a notebook that is used to help kids keep track of their daily homework assignments. While many educators can write the assignments that are due in the planner, some kids may be required to do this task themselves in order to increase their independence and responsibility. When kids are responsible for writing their assignments in the planner, the educator can check their notebook to see whether they completed the task accurately. Moms and dads and educators can communicate daily through a youngster's planner. 10. Medications are often an integral part of treating comorbid conditions associated with Asperger’s (e.g., ADHD, anxiety, depression, OCD, etc.). Medication can be a beneficial component of a treatment plan for some of these “special needs” children, and educators are in an excellent position to judge effectiveness of medications on behavior and learning. Therefore, moms and dads and educators will want to provide teamwork feedback to doctors regarding these kid’s behavior and performance when on medication. Information about performance before - and when receiving medication - is critical for determining the overall effectiveness of medication, its dosage and timing, and side effects. Some of the side effects that parents and educators can observe and note are nausea, loss of appetite, headaches, stomachaches, lethargy, moodiness, and irritability. Behavioral, learning, and other side effects noted by educators are best reported to parents, who in turn, will present this information to the doctor. Parent permission is required for any direct communication between educators and doctors. Parent-teacher communication regarding medication monitoring may take the form of phone calls, notes, or forms. For working parents, it’s important to let them know that frequent communication is very useful when Asperger’s children first begin medication or adjustments are made. When medications are given at school, the school nurse should maintain a medication log and administer medications per doctor’s orders. Also, the school nurse should be included in the parent-teacher team when monitoring medication. 11. Moms and dads should attend each open house that their youngster's school holds. This is an excellent opportunity for parents to meet their youngster's educators face-to-face and get to know who they are. 12. Parental involvement should be included in all stages of assessment, identification, and the development of behavior plans. While moms and dads have always been included as participants on their youngster's Individualized Education Program (IEP) team, they should also have input during pre-referral and eligibility meetings and help plan positive behavioral interventions. ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism 13. Parents can be a volunteer. While some principals will not assign moms and dads to their youngster's classroom, being a “room mother” or “room father” is a possibility in many districts. Volunteering in another class can still provide many insights into what goes on in the school (e.g., what happens daily or how the educator manages the classroom). 14. Phone conversations can be a good way to communicate, because each party can ask more detailed questions. Phone conversations often do not provide the ongoing dialogue that corresponding through a message notebook does. However, for complex issues, a phone call may be the better choice. 15. Some districts use a homework hot line that allows educators to communicate homework information to moms and dads and children. Parents can call a certain number in order to hear the day's homework assignments for their youngster. 16. The school should develop communication folders and homework plans that foster parent-teacher teamwork. Though these specific folders and plans may vary by grade with homework requirements increasing each year, the principles and policies should be consistent across the grade levels. All “special needs” children should have a communication folder that goes back and forth from school to home each day. Announcements, notes, weekly school newsletters, and weekly homework packets should be put in this folder. The front cover of the homework packet should have a weekly class schedule, list of upcoming school events, and a list of spelling/writing words. Also in the packet, there should be a “homework schedule” with suggested assignments for each day. Moms and dads should communicate with the teacher by signing and returning the bottom half of the weekly schedule along with any comments. The folder needs to be given to the Asperger’s child on Friday and needs to be returned to the teacher the following Friday. Keeping the homework packet in the communication folder is particularly helpful when the Asperger’s child participates in after-school study or childcare programs or has homework assistance from others. For some children on the autism spectrum, educators can make accommodations by varying the homework that is included in the packet, particularly if their achievement levels are substantially below that required of the homework. While it’s important for ALL children to practice skills and do work that is at their independent or instructional levels, this is particularly true for kids with Asperger’s and High-Functioning Autism, for whom focusing on “too challenging” academic work after a day at school can be particularly difficult. 17. Utilize a web-based homework list, which is a list that provides a directory of reading and homework assignments for the night. The website may also include links to relevant Internet resources. A homework list is often offered as part of a program that allows moms and dads to log in and access their youngster's grades. This feature allows parents to continually monitor their youngster's progress, which is particularly important if they are concerned that their youngster's grades may be slipping because of extracurricular activities or after school employment. 18. It’s is helpful to provide Asperger’s children with a sequence of steps for complex or multi-step assignments and a checklist to monitor their completion of the steps. This list can be created by the teacher - or by the teacher and child - as they think through the steps in the process. ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's 19. Moms and dads have a lot to offer, whether it’s information about the youngster's medical, developmental and educational history, ratings for behavior and attention levels, or information about interests. When a problem arises, using an effective problem-solving plan that incorporates parent-teacher teamwork can be helpful for both parties. The following 10-step plan for the problem-solving process addresses specific concerns, incorporates a positive plan of action, and offers specific means for follow-up communication: Teacher writes one sentence describing the problem. Why is it an issue? Give a brief history. Whose responsibility is it (teacher, parent, or child)? What has already been tried to handle the problem? Is the problem similar at home and school? Teacher and parent generate, write, and clarify possible solutions. Teacher and parent select preferred solution(s). Teacher and parent select specific way(s) to implement the preferred solutions. Teacher and parents specify times for follow-up and teamwork. Below is an example of the 10-step plan for problem-solving: Child: Michael Jameson Grade: Second Teacher: Mrs. Smith Date: March 2, 2013 Parent: Sara Jameson 1. Teacher writes one sentence describing the problem: Michael does not stay in his seat and complete his work. 2. Why is it an issue? Moving around the classroom distracts Michael’s fellow students. 3. Give a brief history: Michael stays in his seat for about 3 minutes when doing classwork. He misses instructions, walks around the classroom, gets a drink, talks to peers, etc. At home when doing homework, he stays in his seat for 5 minutes, then gets up and plays with his dog. 4. Whose responsibility is it (teacher, parent, or child)? This is Michael’s responsibility. 5. What has already been tried to handle the problem? Verbal reprimands have been tried. 6. Is the problem similar at home and school? Not completing assigned work happens both at school and home. 7. Teacher and parent generate, write, and clarify possible solutions: Schedule appointment for physical with Michael’s doctor Give Michael stickers or extra playtime for staying in area and completing work Set up a behavior monitoring plan for staying in seat, listening to directions, and doing work Have the school counselor talk with Michael weekly about importance of staying in his seat/desk area and completing work Use masking tape on floor to outline Michael's desk area 8. and 9. Teacher and parent select preferred solution(s) and select specific way(s) to implement the preferred solutions. Parent and teacher set up a behavior monitoring plan for listening to directions, staying in seat/area, and doing work at school during morning classwork and at home during homework. With his mother or teacher, Michael monitors his own behavior. Each day that he receives an "X" (hit the target) for all target behaviors, he will receive a "target sticker.” If he receives stickers 3 out of 5 days at school, he gets a "special treat" at home. If he receives stickers 3 out of 5 days at home, he gets 15 minutes of free time at school on Friday. Checklist goes back and forth from home to school in Michael’s folder. 10. Teacher and parents specify times for follow-up and teamwork: Mrs. Smith telephones Michael’s mother on Friday to check on how it’s going. Then Mrs. Smith calls Michael’s mother on March 10, 17, and 24th …and then weekly for a month. Number of days needed to get stickers will increase as Michael is successful. Mrs. Smith and Michael’s mother were consistently communicating and had similar expectations. Michael was actively involved in self-monitoring using a parent-teacher behavior checklist that was titled "Hit the Target". When Michael received his reward for schoolwork at home and vice versa, Michael got a "double dose" of praise and, when needed, additional support. Parent-teacher teamwork is an important key for the success of children with Asperger’s and High-Functioning Autism. Communication fosters common language and consistent expectation and engages all parties involved. Teamwork is particularly crucial for input during assessments, when developing behavior plans, when monitoring medication, and in coordinating homework. The consistent use of parent-teacher notes is an important part of the communication system. Parent-teacher notes promote consistency in expectations and help everyone develop a common language. These notes may be simple check sheets or lists for reporting child behavior or academic work. Using daily or weekly journals is helpful when more elaborated information is important. Educators and parents also have opportunities to regularly communicate through formal and information meetings and phone calls. More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Teaching Students with Aspergers and High-Functioning Autism ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Whether it's on the Teachers Pay Teachers website or on your own, I'm sharing the 2 sides to starting your own business in today's episode...

In my classroom, I’m always looking for ways to improve. To grow as a teacher, I reflect on my lessons and consider what went well, what could have been better, and different methods to try in the future. In addition to self-reflection, I welcome feedback from others—administrators, mentors, other teachers, and my students. I’ve even participated in Great Teachers, Great Feedback, which is a virtual coaching service. I’ve been observed countless times during my teaching career. My first year teaching I was observed by my mentor multiple times each month and my program director several times a year. A couple of years later when I was a part of Teach for America I had advisers in and out of my room on a regular basis in addition to visits from the principal and vice principals. While I’ve never enjoyed being observed (who does, right?), I looked forward to hearing their thoughts and ideas. Whether the feedback was good or bad, I wanted to hear all about it. I grew into a strong teacher quickly because I was so eager to learn from others. I’ve always been naturally reflective, but the comments from administrators, advisers, mentors, and fellow teachers showed me where to place my concentration. No matter how often you’re observed and receive feedback, you won’t grow as a teacher unless you are willing to listen to advice and try out new ideas. Don’t shut down when an observer shares a criticism. Ask questions about turning things around instead. True, not all of the advice you’ll receive will be helpful. For example, one of my observers always told me to rank my students from highest performers to lowest performers and create an elaborate seating chart based off of that ranking system. It was such a time consuming process with seven classes of around 30 students each. However, I tried it anyway. For several weeks, I used this new seating chart system. When no benefits of the new seating chart showed themselves I went back to my old arrangements. Out of all of the advice I received and tried over the years, this was the only one that stands out as impractical. While the idea didn’t work out, it did get me thinking about other options for seating charts and table arrangements. Not every idea will be beneficial, but most of them are worth considering. I’ve discovered a lot of wonderful teaching methods this way. Self-reflection and routine observations aren’t the only things that shaped me into the teacher I am today. Some of the best feedback came from the people who were in my classroom every day: my students. Simply watching your students can tell you so much about the efficacy of your lessons and teaching methods. I think most teachers can tell when their students are bored. There are many hard to miss signs there—slouching, open mouths, excessive doodling, drooling, sleeping, acting out... You can tell when your students are engaged, eager to learn, and excited. A quick assessment can tell you how much each student understood the content. There are many informal ways to learn from your students. Besides observing students’ behavior and assessing their work, you can do something as simple as asking questions. Ask your students how you’re doing. Ask what they liked and didn’t like about a lesson. Ask them what was clear and what was confusing. Ask them what helps and what doesn’t. Many students will be hesitant to answer, especially at first. Not many teachers ask their students’ opinions on lessons and teaching practices. If you can get them talking, you might be surprised at their insight. One version of my teacher report card Several times a year I have my students give me a more formal assessment. Most students are more candid about their thoughts when they don’t have to express themselves in front of a classroom full of students and their teacher. To give the formal assessment, I have my students grade me at the end of each quarter. Basically, whenever my students get report cards I get one too. Or, in particularly challenging classes, I have students complete a formal assessment ASAP to help identify the problem and get students back on track to learning as much as they can in the short amount of time they have in my class. When my students “Grade the Teacher” they fill out the answers to questions on a piece of paper. It’s fairly quick: between five to ten minutes. You can ask questions about whatever you think would be useful like classroom management, lesson pacing, types of homework, how students feel in your class, clearness of expectations, etc. I often change up the questions each quarter. I always include a portion about what letter grade I deserve and why. I usually include a question about what unit they learned the most from and why. If you’re considering letting your students grade you like this, I recommend you read through the advice below. Explain to the students that you are giving them the feedback form because you want to know how to improve your teaching. Encourage details and examples because those will give you a better idea of how to improve. Tell students to focus on your teaching, the lessons, and the classroom environment. Not your clothing choices or appearance or other irrelevant things! When students first started grading me, I got comments about how I’m stylish and have beautiful eyes. Flattering, yes. A little creepy, also yes. Helpful, no. Clarify that students should be completely honest but not hurtful. Giving examples of what is and isn’t acceptable is helpful. Example: Mr. Dude sometimes seems mad and yells and it makes students feel uncomfortable. Non-example: Mr. Dude is a mean teacher and everyone hates him. If you want, you can have students complete their evaluations anonymously. This might help them be more comfortable being honest. Personally, I like to have students put their names on the evaluations so I can follow up with them if I have any questions or need clarification. Consider having a question about the student’s level of effort in class. I’ve found this helps the students consider their role in how class goes on a daily basis, and this causes them to be more fair and reasonable in their evaluation of me. This part is hard: Try not to take criticisms personally. Not every student will give you glowing reviews. That’s okay! Remember, you gave them this evaluation to improve and their ideas can often help you with that goal. You can use the Grade the Teacher feedback form I created with your students. I use some version of this with my students every quarter. It’s in English and Spanish so all the voices in my classroom are heard. If you’re serious about improving as a teacher you should reflect on your lessons, invite people into your classroom to observe you, try new teaching methods, and get feedback from your students. Want to get feedback from your students? Try my "Grade the Teacher" reflection tool. Get a "Grade the Teacher" form for your own classroom! Are you a middle school science teacher? You might be interested in my newsletter. Sign up for my newsletter here. Just for signing up you'll receive an exclusive freebie that you can't get anywhere else.

When I think about the qualities of the most effective teachers I know, either from my own education or from colleagues I've had the pleasure of working with, these are ten things they all have in common. Be fair and consistent Communicate regularly with parents and guardians Have rules and enforce them Differentiate to meet the needs of all students Care Make the most of every class period Be willing to learn from others and try new teaching strategies Have a routine that students can count on Connect learning to real life Make time for themselves What are some other things the best teachers do? Add your ideas to the comments section. Read the 10 Things Teachers Should Never Do. Are you a middle school science teacher? Sign up for my newsletter! You'll get a free science resource just for joining.

Business ideas for teachers. From side hustle to full fledged CEO Teacher® it really is easy to create your own financial freedom...

Back to School is right around the corner for us and I am SUPER excited to kick of this school year with some fun, hands-on and engaging resources for The

Every year, I like to write a blog post reflecting on my year selling on Teachers Pay Teachers. Here are a few ways that selling on TPT has changed since I started.

Who? What? and Where? are the questions based for the following worksheets. These reading comprehensions can help kids to answer those questions. Please download Who What Where Reading Comprehension

Teacher tip ✨EVERY TEACHER✨ should know about!! Teacher problem: Random ads that pop up during videos and disrupt the class! Here’s my teacher solution!💖🫶🏼 We don’t gatekeep here! #teachertips...