 Relationships  Classroom management  Teaching styles › Visual › Auditory › Kinesthetic

 Individualized Education Plans (IEP) › Plan for those with disabilities  Included in yearly plans

 Teaching styles › Teacher directed  Learning centers (Work at own pace; task cards)  Computers › Peer directed  Cooperative learning (4-6 work together)  Peer tutoring (same age or other classes)  Buddy system (1 on 1 relationship) › Self Directed

 Mnemonics › Linking familiar information to unfamiliar  Letter strategies › Acronyms  HOMES (Huron, Onterio, Michigan, Erie, Superior)  SQ3R › Survey, Question, Read, Recite, Review

 1.Organize relationships for learning to create a climate of intellectual development and a caring community of shared educational purpose  2.Teach a curriculum grounded in rigorous, public academic standards for what students should know and be able to do, relevant to the concerns of adolescents and based on how students learn best

 3.Use instructional methods designed to prepare all students to achieve higher standards and become lifelong learners  4.Opportunities to learn with and from peers  5.Schoolwide policies and efforts that foster health, wellness and safety  6.Involve parents and communities in supporting student learning and healthy development

 1.Create small learning communities that foster personalized and continuous relationships between teachers and students  2.Maintain high academic standards for all students  3.Provide support and resources to help all students achieve standards of excellence

 4.High school courses and instructional methods must be designed in ways that increase adolescent engagement and learning  5.Ongoing assessments of students’ understanding and skills to monitor the effectiveness of curriculum and instructional practices, and students’ progress  6.Both formal and informal tracking by ability should be eliminated

 7.Draw on parents, religious institutions, and other community resources to enrich the high school curriculum and help students see the real-world meaningfulness of school learning  8.School guidance and counseling responsibilities need to be distributed among school staff, supported by school councilors and other professionals

 Those who press for reforms that will result in better lives for children, or for the maintenance of the status quo in areas in which children are being well served by existing policies and practices  THIS IS YOU, THE TEACHER!!!