Teachers want to teach; administrators want to lead, but too often everyone is expending a great deal of energy trying to manage disruptive or disrespectful students. Statistically, nearly 50% of all teachers leave the field by the end of their fifth year in education, often feeling ineffective and unprepared to manage the demands of a classroom full of students they believed would come to school ready and willing to learn. Seasoned teachers fall prey to the misconceptions that “by now students should know how to….”and burn out managing low-level disruptions. By KISS’ing it-Keeping It Simple and Succint, these common sense discipline concepts and strategies have been proven to reduce low-level disruptions by as much as 70%, giving educators their teaching time back and letting them leave school each day satisfied and reenergized.
Teacher will be refreshed and ready to return to their classrooms prepared to implement these proven, practical and pedagogically sound strategies. As well, they will be eligible to apply to Brandmand University for extended study and one, two, or three graduate credits to apply toward a graduate degree or continuing education mandates.
Are you tired of lecturing and working harder than your students? Do you think that differentiated instruction is a cumbersome mandate? In this interactive Differentiated Instruction workshop, learn why and how to infuse practical and motivating instructional strategies in all your lessons....for all learners...in all subjects...and to create a thriving classroom of engaged learners.
It is mind-boggling to learn that six of the top ten jobs today are jobs that didn’t exist ten to fifteen years ago. More awesome is that we are educating students for jobs not yet created; therefore, it has become increasingly apparent that our students will need to be able to process and utilize a wide range of nonfiction reading. Since the implementation of the Common Core Standards requiring 70% nonfiction reading, often English teachers have been identified by their peers as the teachers responsible for teaching all reading and writing skills. Too often our performance evaluations have been based on these paradigm shifts. Many have been at a loss for teaching students non-fiction reading techniques; nevertheless, we have fearlessly forged into teaching research paper writing and non-fiction reading while at the same time we have realized that—unbeknownst to them—all teachers have become purveyors of the literacy skills our students will need to survive and thrive in the 21st century. In this half-day session, participants will practice several easy-to-implement strategies for promoting non-fiction literacy in their classrooms the very next day.
No one told me in teacher college that along with imparting wisdom I would also be asked to intervene in family crisis, bullying issues, character development....Explore what to say after saying hello when working with parents and students facing challenging situations.
If you have a specific professional development need or feel your staff would benefit from in-class coaching or individualized mentoring, please contact me to explore designing a truly unique solution tailored to your school's needs.
To arrange a consultation, please email me three dates & times that will work for you. Then we will set a definite time to explore your school's professional development needs.
18 Hill Street, Newburgh, NY 12550, US
Monday - Friday: 9 am-12 noon
Other appointments can be made available for phone consultations; please ask.