Teachers are working with demanding and stressful time constraints when expectations and accountability are higher than ever. And, the reality is we can’t control everything. So, let’s consider what we may be able to control, or at least impact, toward maximizing time and optimizing student learning with the following strategies

Raise your hand if you’ve ever racked your brain for ways to motivate a particular student or group of students. OK—hands down. As educators, we understand motivation is the key that unlocks learning. That’s true for all of us, no matter our age. If we’re not motivated to do something, we procrastinate. When we finally get started, completion may take longer because the task doesn’t seem valuable and we lack motivation.

Research has shown a pattern of summer learning loss, particularly among low-income youths. Lack of access to high-quality summer learning programs negatively impacts the academic achievement, health, and social development of children, particularly in high-poverty communities. Students in middle- and higher-income households still lose an average of one to two months of learning each summer. So, what can educators do to lessen or eliminate summer slide?

For classroom teachers, time is the most precious resource. Every choice we make is an opportunity cost. If we spend five minutes reviewing homework, then we didn’t spend five minutes teaching new content. This blog will review strategies to help maximize instructional time. Although these ideas could be used across subjects, I’m specifically using math examples.

With increased accountability for schools to demonstrate student achievement comes high-stakes testing. Although testing can be stressful for students and teachers, there are measures we can use to lessen that stress and help students do a better job showing what they know.

What is the reason so many students do not learn to read? How can we make sure teachers are adequately prepared to apply the principles and practices most supported by scientific research about learning to read? Where are the gaps between common practices and those most in line with evidence of effectiveness? Why do these gaps exist? What could be done better to educate and support teachers in carrying out a very challenging job?