Q&A Collections: Errors in Education (Reviews)
During the summer, I share thematic articles gathering answers on similar topics from the last 10 years. You can see all of these collections from the first nine years here.
Here are the ones I’ve posted so far:
The 11 Most Popular Classroom Q&A Posts of the Year
Race and racism in schools
School closures and the coronavirus crisis
Classroom management tips
Best ways to start the school year
The best ways to end the school year
Student motivation and socio-emotional learning
Implement the common core
Challenging normative gender culture in education
Social science education
Cooperative and collaborative learning
Using technology with students
Parent engagement in schools
Teaching English Language Learners
Educational policy issues
Tips for New Teachers
Interviews with the authors
The inclusive class
Learning and the brain
Relationships in schools
Best of Class Questions & Answers
Today’s theme is errors in education. You can see the list of messages following this snippet of one of them:
* 12 common mistakes made by teachers of English language learners
Don’t assume that attentive students understand what is being taught and encourage learning in students’ native languages, especially for young children. These are among the ideas six educators share to help ELLs.
* Don’t make assumptions about your ELL students
Seven educators come up with their nominations for the most common mistakes ELL teachers make, including making basic knowledge assumptions and not providing enough scaffolding.
* Teachers need to create ways for ELL students to show us what they know
Four educators share common mistakes made by teachers of English learners, including not being creative in how ELLs can show us what they know and translating “everything”.
* Teachers with “deficit outlook” do not help English language learners
Four educators share what they think are mistakes often made by ELL teachers, including overuse of technology and operating from a deficit perspective.
* Nine mistakes educators make when teaching English language learners
Confusing lack of fluency in English with lack of intelligence is one of the mistakes cited by five educators.
* “We have to face our own discomfort” about the discussion on racism
Marian Dingle, Sydney Chaffee, Raquel Rios, Rinard Pugh and Dr Kimberly N. Parker talk about the mistakes that are often made when trying to tackle race and racism in the classroom and explore what we as teachers can do at the classroom. square.
* Race and racism are not “purely educational matters”
Dr Tehia Glass, Dr Erin Miller, Eddie Moore Jr., Ali Michael, Marguerite Penick-Parks, Dr Chezare A. Warren, Brian L. Wright, Ph.D., and Leah Wilson share their thoughts on the biggest mistakes made in discussing race and racism in the classroom.
* Teachers cannot ignore issues of racism and hope they will “go away”
A three-part series addressing race and racism in schools concludes by Dr Larry J. Walker, Dr Jaime Castellano, Dr Mara Lee Grayson, Ashley S. Boyd, Jennifer Orr and Kelly Wickham Hurst.
* Classroom management: errors and solutions
Debbie Silver, Amanda Koonlaba, Katie Biggs, Jennifer Lasater, Tina H. Boogren and Diane Mora share their memories of classroom management mistakes.
* Biggest classroom management mistakes
Theresa Staley, Judy Reinhartz, Lindsey Palmieri and Louise Goldberg share their experiences with classroom management errors.
* “Begin class management from a place of love, not from a place of power”
Anne Jenks, Peg Grafwallner, Kevin Parr, Rita Platt, Sarah Thomas, Thomas Kerman and Paula Kondratko share their biggest classroom management mistakes and what they should have done instead.
* Create classrooms “to unlock the potential learning mistakes we provide”
Experienced educators Doug Lemov, Danny Woo, Kathleen Neagle Sokolowski, Bena Kallick, Allison Zmuda, Jen Schwanke and Mike Janatovich discuss how to deal with student mistakes in the classroom.
* Mistakes are “learning in action”
Warren Schnack, Jenny Edwards, Michael Thornton, Annie Ward, and Cathy L. Seeley share classroom strategies for effectively dealing with student errors.
* “The freedom to fail” creates a positive learning environment
Amber Chandler, Howard Pitler, Barry Saide, John Spencer, Riina Hirsch, Nadja Reilly and Laura Taddei are today’s contributors on the topic of student error management.
* Recognize students when they learn from their mistakes
Margaret Searle, Diana Laufenberg, Jessica Lahey, Jonathan Cassie, Andrew Miller, Allen Mendler and Mark Katz share their thoughts on handling errors in school.
* “An error is a door to discovery”
In this latest article in the series, Bryan Harris, Allison Rodman, Dawn Mitchell, Josh Patterson, Erik M. Francis, Otis Kriegel, Barbara Blackburn and many readers provide their thoughts on student mistakes.
* “Students should do history, not just listen to it”
Big mistakes are made in social science education. What can teachers do to prevent them? Annie Brown, Amy Okimoto, Amy Fast, Lynette Yorgason, Mike Kaechele and Dr Rebecca Testa-Ryan intervene.
* We need to create “happy moments” in teaching reading
Diana Laufenberg, Pernille Ripp, Valentina Gonzalez, Jeff Wilhelm, Barbara A. Marinak and Linda B. Gambrell share their thoughts on mistakes to avoid when teaching reading.
* Mistakes teachers make when teaching reading
Regie Routman, Cindi Rigsbee, Dr Rebecca Alber, Shaeley Santiago and Wiley Blevins write about their suggestions for improving reading instruction.
* ‘There is not one correct answer’ for the read instruction
Gravity Goldberg, Renee Houser, Tan Huynh, Samantha Cleaver, Jeffrey D. Wilhelm (with her second contribution to this series), Emily Geltz and Sarah Shanks provide answers to the question: “What mistakes do teachers make in teaching?” reading ?
* We must let the students “read, read, read”
Rita Platt, Sonja Cherry-Paul, Dana Johansen, Dr. Mary Howard, Bonnie Houck, Ed.D., Sandi Novak, Emily Phillips Galloway, Paola Uccelli and Julie Swinehart complete a four part series on teaching reading. I have also included comments from many readers.
* Mistakes made in writing instructions and what to do instead
Lisa Eickholdt, Kathleen Neagle Sokolowski, Mary Ann Zehr, Nancy Frey, and Valentina Gonzalez share their thoughts on teaching writing.
* Avoid “missed opportunities” in teaching writing
Eugenia Mora-Flores, Julia G. Thompson, Karen Sher, Bret Gosselin, Dr Vicky Giouroukakis and Emily Geltz provide their suggestions on teaching writing.
* ‘Don’t write down every piece of writing a student creates’
Tan Huynh, Dr Lynell Powell, Dr Rebecca Alber, Cheryl Mizerny, Mitchell Nobis and Kai Marks write about mistakes made in teaching writing.
* ‘Nix the Tricks’ in math education
A three-part series on mistakes in math education ends with responses from Dr Hilary Kreisberg, Richard Robinson, Rachael Gabriel, Tamera Musiowsky, Dr Fuchang Liu, Bonnie Tripp, Bill Wilmot and Bradley Witzel, Ph.D. .
* “It’s time to slow down and smell the math roses!” “
Sunil Singh, Laney Sammons, Abby Shink, Cathy Seeley and Shannon Jones share their thoughts on mistakes made by math teachers.
* Mistakes mathematics teachers make
This three-part series on mistakes in math education “kicks off” with answers from Bobson Wong, Elissa Scillieri, Ed.D., Beth Brady and Beth Kobett, Ed.D.
* Don’t “steal the Aha” from science education
Linda Tolladay, Patrick L. Brown, James P. Concannon, Ross Cooper and John Almarode share their “nominations” for the biggest mistakes made by science teachers.
* Mistakes New Teachers Make and How to Avoid Them
Michael Janatovich, Sarah Thomas, Roxanna Elden, Kristi Mraz, Christine Hertz and Julia Thompson provide their suggestions.
* Administrators should not try “Too many initiatives”
A five-part series on mistakes made by school administrators ends today with comments from Dr Lynell Powell, Stuart Ablon, Alisha Pollastri, Diane Mora and numerous reader comments.
* Administrators cannot lead from “the confines of their office”
Julie Hasson, Ryan Huels, David Bosso, Cindy Terebush and Kelly Wickham Hurst share their thoughts on directors and the mistakes they make.
* “Directors should not be alone”
Jen Schwanke, Dr. Jenny Grant Rankin, Harvey Alvy, Michael Haggen, James Erekson and Michael D. Toth write about their experiences working as or with school administrators.
* The biggest mistake of administrators is “putting tasks before people”
Dr PJ Caposey, Sarah Said, Amy Fast, Andrew Miller, Anthony Kim and Edward Cosentino share their observations on mistakes made by directors and how to avoid them.
* Common administrator mistakes and what to do instead
Comments from Anne Vilen, Marcy Webb, Dr Jason Kotch, Roxanna Elden, Baruti Kafele and Dr Manuel Rustin kick off this five-part series on director mistakes.
* Our teaching mistakes and what we learn from them
Today, Roxanna Elden, Julia Thompson, Ekuwah Moses, Jenny Edwards, Kevin Parr and Leslie Blauman reveal their souls to the world by writing about their biggest teaching mistakes.
* Make mistakes and learn from them – Part 2
Today’s post includes responses from PJ Caposey, Jennifer Gonzalez, Arpine Ovsepyan, Marcy Webb, Marie Levey-Pabst, Vance L. Austin and Steven Anderson. I have also included reader comments.