Sacred Heart Schools’ Post

Effective communication is key to a positive substitute teaching experience! Join us as we explore Heavon Clark's insights on transparency, support, and belonging in the classroom https://lnkd.in/e52p4w9Y

These get-to-know-you activities are a fun way to engage students in identity lessons that can build communication and connection. Read more in this Peers and Pedagogy post: https://buff.ly/3WuqNXl

The image emphasizes that while academic skills like writing and counting are important, they are secondary to a child's ability to form friendships, manage emotions, resolve conflicts, be independent, & possess self-help skills when it comes to being ready for school.

Check out this blog I wrote on my developing teacher philosophy. https://lnkd.in/eMVePbjT

Hi everyone, I'm pleased to share my next article with Teacher ACER, 'Implementing Discussion-Based Pedagogy in secondary English novel studies'. In this article, I explore practical examples of how teachers can use discussion-based methodologies in their respective classrooms. I especially connect this to novel studies, where allowing students to openly discuss a text is an effective strategy which can engage and deepen understanding of the ideas raised and techniques utilised by an author. You can access the article by using the link below. Article link: https://lnkd.in/gWzWtRn3

Sarah Philpot, our Early Years Programme Lead, writes an article for Teach Early Years Magazine, emphasising the significance of oracy in building children’s confidence to communicate effectively, both verbally and in writing. She establishes strategies for young pupil development, such as: • Verbal Routine • Imaginative Play • Book Language • Speaking Games Read the full article: https://ow.ly/K1VK50TFzbi #TeachEarlyYears

How can authentic collaboration among teachers lead to both teacher and student growth? Check out this NEW blog from The Lookstein Center's Director of Education, Zvi Grumet: https://lnkd.in/ejmEMnq6

¡📘 Discover "A Practical Guide to Interpreting IEP Meetings: From Theory to Reality" by Leslie Padilla-Williams & Milly Golia! 🌟 Are you a bilingual interpreter, educator, or parent navigating the complexities of IEP (Individualized Education Program) meetings? This guide is for you. 

Practice fighting objections to the science of reading with calm professionalism. Tips provided.

Reading involves higher-level mental processes such as the discovery of rules and order, and the extraction of structured, meaningful information. Reading is defined as a cognitive process that involves decoding symbols to arrive at meaning. Reading is an active process of constructing meanings of words. Reading with a purpose helps the reader to direct information towards a goal and focuses their attention. Although the reasons for reading may vary, the primary purpose of reading is to understand the text. Reading is a thinking process. It allows the reader to use what he or she may already know, also called prior knowledge. During this processing of information, the reader uses strategies to understand what they are reading, uses themes to organize ideas, and uses textual clues to find the meanings of new words. Each of the three components of reading is equally important.