What Successful Teachers Do: 91 Research-Based Classroom Strategies for New and Veteran Teachers

"No matter where you are in your teaching career, this book will take you places you have been, will be, and wish to be. I have found some strategies that I can′t wait to try!"
―Stephen Sroka, Adjunct Assistant Professor
School of Medicine, Case Western Reserve University

"All teachers will benefit from these strategies, especially new teachers who will rely on the research to back up these common sense techniques that they will utilize throughout their career in education."
―Laura Whitten, EMAP/BTSA Director
Escondido Union High School District

Energize your teaching practice with these state-of-the-art strategies for instruction, assessment, and classroom management!

Built on a foundation of tested, proven, research-based strategies for instruction, assessment, and classroom management, What Successful Teachers Do provides 91 key strategies for improving and re-energizing classroom practice. Combining theory, research, and practical suggestions, the authors cover curriculum and pedagogy, discipline and classroom management, assessment, relating to students, working with students with special needs, embracing diversity, integrating technology in the classroom, interacting with parents, collaborating with colleagues, developing a professional identity, time management, self-management, and organization.

Each strategy covers:

• A concise description of the strategy
• A brief discussion of the research that supports use of the strategy
• Instruction on applying the strategy in instructional settings
• Tips on avoiding pitfalls that may occur when implementing the strategy
• Source materials for further research and follow-up

This practical volume is a resource that new and veteran teachers will want to use throughout their teaching careers.

See the companion Facilitator′s Guide to What Successful Teachers Do

Neal A. Glasgow′s experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).

 

Cathy D. Hicks most recently directed the Beginning Teacher Support and Assessment (BTSA) program for the San Dieguito Union High School District in Southern California. She oversaw an induction program supporting beginning teachers. She served for ten years on the executive board of the California Association of School Health Educators (CASHE) and has been an adjunct faculty member at California State University at San Marcos. She is co-author of five books: What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); What Successful Mentors Do: 81 Research- Based Strategies for New Teacher Induction, Training, and Support (2005); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That help Special Learns (2005); and What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do: 101 Research-Based Strategies for new and Veteran Teachers (2009).She is a frequent presenter on educational topics both at the state and national level. She taught Physical Education and Health at both the middle and high school level for more than 25 years. During that time, she was involved in the California State Mentor Teacher Program and mentored new teachers in her district for more than 17 years. Her energy, enthusiasm, and passion for teaching and supporting new teachers reinforce the career path she chose in elementary school. She believes the most effective teachers are the ones who never settle for “good enough,” but continue to grow, stretch, reflect, create, collaborate, and take risks throughout their teaching career.