SIX MUSINGS FROM IRECRUIT EXPO 2013

So the first iRecruitExpo is well and truly over and post event there’s a lot to take in about the state of corporate recruiting.
There were the usual core topics such as social and mobile but employer branding got in on the conversation quite often. The opening session by corporate recruiting maestro John Vlastelica no doubt helped a number of recruiters think a bit more about what they do rather than (just) the tools they should be using. So often we forget about the basics of recruitment:
  • Candidate experience – give them what they want rather than what you want.
  • Candidate personas – know who you have and who you should be hiring. Aspirational hiring is often just that!
  • Push back – the customer (line manager) is not always right so be a partner not a slave.
  • Focus on importance – just filling jobs is not enough; you need to fill the critical roles first!
But, even with the recruiting basics in place, technology still plays a big part in every recruiter’s life. The question is to know how to get the right balance between skills and technology.

The Dream ATS

A key session of the day was full of hope, but alas, we were disappointed. The audience tweeted their questions and whilst the panel attempted to answer them the moderator seemed to miss the points. Bottom line, we didn’t get too many views on what the dream ATS looks like but based on earlier discussions, recruiters want:
  • Flexibility
  • Simple configuration
  • Easy integration with third party products if they can’t get what they want from their existing ATS
So whilst some may dream of the perfect ATS, in most cases there are some “traditional” recruiting aspects that still need to be in place with less emphasis on the (to quote John Vlastelica) “shiny stupid” stuff.
But what do you think?
Are core recruiting skills more important than tech or can tech replace a lot of the basic skills a recruiter needs? If the ATS can take a job and automagically find a shortlist of passive candidates, show who these candidates know in your company and kick off the referral process with very little effort from the recruiter, employee and candidate, would this be the dream ATS? Maybe we need a Google Hangout to discuss your ATS fantasies or just tweet them using #dreamATS to let us know what you think.

Big Data

The second day was kicked off by Chris Hoyt with a great demonstration of how they were starting to use “big data” to make better recruiting decisions. Early days for their iPad app, but it looks very promising! Although it all looked very expensive with the talk of dedicated data analysts the basic iPad app won’t require any specialist people to use it.
But does a recruiter really need to know the exact source of every hire or will it be more important to look at trends such as:
  • Which channels drive traffic?
  • What content gets the highest levels of engagement?
  • Where do candidates view content?
One argument from a marketing standpoint would be that it is almost impossible to really define the final source as the only channel of influence. Job boards, for example, will argue that a job seen on their site may result in a candidate going to the career site at a later time such as when they get home. Without the job being on the job board initially, would the candidate have thought about that employer? The same could be said about an employer presence on aggregator sites such as Indeed, having jobs optimised for search engines (SEO) or even having a page on Linkedin or Facebook. All of these “views” influence a candidate so again using a marketing approach, a candidate will need to be “touched” 5-7 times before they finally apply. Without these other touches the supposed source of hire would not be such and therefore the “exact” data may be misleading.
So do recruiters need the kind of granular data that Chris Hoyt showed us to make ultimate decisions or do they need to look at the trends and go where the candidates hangout?

A Touch of Reality

It was refreshing to see some honesty from some of the presenters with some great examples of “failure” although I use this word carefully. Supposed failure is not a negative thing but a great learning tool (hence not really failure). Delegates told me they were looking for examples of best practice but I’d reckon they will have got as much from the examples that didn’t deliver great results as those that did.

Less Is Not Always More

There were a lot of sessions that had been planned for the day but both attending and speaking I saw plenty of delegates at most. This did mean having to make choices so to make up for any lost opportunities the organisers have added many of the presentations to Slideshare which are well worth a look.

Next Year Anyone?

I managed to talk to a number of delegates and those I spoke to found the event up to their expectations and would be back next year. With so little time and so much information available online, delegates are attending fewer conferences so those they do attend need to be:
  • Big enough to support a lot of vendors so delegates can see many in one place.
  • Lots of content so they can always find something of value.
  • Best practice examples so they can learn from others.
  • A touch of reality so they know how their own operation compares.
Leaving the conference there was still one final question yet to be answered about recruitment technology. Is one system supposed to do it all, or is it more about a Recruitment OS (operating system) with a great API that allows recruiters to install their own choice of apps?
  • Using an iPhone as an obvious example, do you accept the standard (inferior!) Apple Maps or do you install Google Maps?
  • As a recruiter do you accept the standard ATS search or do you “install” the Social Search App from XYZ Company?
An ATS as an operating system with a marketplace of Apps; now that’s a bit more like a #DreamATS. Agree or disagree? The conversation started in the Unconference session; it’ll be interesting to see where it goes.

SIX MUSINGS FROM IRECRUIT EXPO 2013

So the first iRecruitExpo is well and truly over and post event there’s a lot to take in about the state of corporate recruiting.
There were the usual core topics such as social and mobile but employer branding got in on the conversation quite often. The opening session by corporate recruiting maestro John Vlastelica no doubt helped a number of recruiters think a bit more about what they do rather than (just) the tools they should be using. So often we forget about the basics of recruitment:
  • Candidate experience – give them what they want rather than what you want.
  • Candidate personas – know who you have and who you should be hiring. Aspirational hiring is often just that!
  • Push back – the customer (line manager) is not always right so be a partner not a slave.
  • Focus on importance – just filling jobs is not enough; you need to fill the critical roles first!
But, even with the recruiting basics in place, technology still plays a big part in every recruiter’s life. The question is to know how to get the right balance between skills and technology.

The Dream ATS

A key session of the day was full of hope, but alas, we were disappointed. The audience tweeted their questions and whilst the panel attempted to answer them the moderator seemed to miss the points. Bottom line, we didn’t get too many views on what the dream ATS looks like but based on earlier discussions, recruiters want:
  • Flexibility
  • Simple configuration
  • Easy integration with third party products if they can’t get what they want from their existing ATS
So whilst some may dream of the perfect ATS, in most cases there are some “traditional” recruiting aspects that still need to be in place with less emphasis on the (to quote John Vlastelica) “shiny stupid” stuff.
But what do you think?
Are core recruiting skills more important than tech or can tech replace a lot of the basic skills a recruiter needs? If the ATS can take a job and automagically find a shortlist of passive candidates, show who these candidates know in your company and kick off the referral process with very little effort from the recruiter, employee and candidate, would this be the dream ATS? Maybe we need a Google Hangout to discuss your ATS fantasies or just tweet them using #dreamATS to let us know what you think.

Big Data

The second day was kicked off by Chris Hoyt with a great demonstration of how they were starting to use “big data” to make better recruiting decisions. Early days for their iPad app, but it looks very promising! Although it all looked very expensive with the talk of dedicated data analysts the basic iPad app won’t require any specialist people to use it.
But does a recruiter really need to know the exact source of every hire or will it be more important to look at trends such as:
  • Which channels drive traffic?
  • What content gets the highest levels of engagement?
  • Where do candidates view content?
One argument from a marketing standpoint would be that it is almost impossible to really define the final source as the only channel of influence. Job boards, for example, will argue that a job seen on their site may result in a candidate going to the career site at a later time such as when they get home. Without the job being on the job board initially, would the candidate have thought about that employer? The same could be said about an employer presence on aggregator sites such as Indeed, having jobs optimised for search engines (SEO) or even having a page on Linkedin or Facebook. All of these “views” influence a candidate so again using a marketing approach, a candidate will need to be “touched” 5-7 times before they finally apply. Without these other touches the supposed source of hire would not be such and therefore the “exact” data may be misleading.
So do recruiters need the kind of granular data that Chris Hoyt showed us to make ultimate decisions or do they need to look at the trends and go where the candidates hangout?

A Touch of Reality

It was refreshing to see some honesty from some of the presenters with some great examples of “failure” although I use this word carefully. Supposed failure is not a negative thing but a great learning tool (hence not really failure). Delegates told me they were looking for examples of best practice but I’d reckon they will have got as much from the examples that didn’t deliver great results as those that did.

Less Is Not Always More

There were a lot of sessions that had been planned for the day but both attending and speaking I saw plenty of delegates at most. This did mean having to make choices so to make up for any lost opportunities the organisers have added many of the presentations to Slideshare which are well worth a look.

Next Year Anyone?

I managed to talk to a number of delegates and those I spoke to found the event up to their expectations and would be back next year. With so little time and so much information available online, delegates are attending fewer conferences so those they do attend need to be:
  • Big enough to support a lot of vendors so delegates can see many in one place.
  • Lots of content so they can always find something of value.
  • Best practice examples so they can learn from others.
  • A touch of reality so they know how their own operation compares.
Leaving the conference there was still one final question yet to be answered about recruitment technology. Is one system supposed to do it all, or is it more about a Recruitment OS (operating system) with a great API that allows recruiters to install their own choice of apps?
  • Using an iPhone as an obvious example, do you accept the standard (inferior!) Apple Maps or do you install Google Maps?
  • As a recruiter do you accept the standard ATS search or do you “install” the Social Search App from XYZ Company?
An ATS as an operating system with a marketplace of Apps; now that’s a bit more like a #DreamATS. Agree or disagree? The conversation started in the Unconference session; it’ll be interesting to see where it goes.

5 Teaching Strategies to Transform Your Lesson Plans

Today on TeacHHUB.com, we look at some teaching strategies that are designed to transform your lesson plans.
The article, penned by frequent contributing writer (and seasoned elementary school educator) Janelle Cox, lays out five ways that teachers can positively alter their lesson plans for the better.
Janelle’s ideas include:
  • Use the Goldilocks Approach for Planning Objectives
  • Use Visual Learning Strategies
  • Give Students a Choice
  • And More!

Janelle sums up her article like this: “If your goal is to create transformational lessons, then they should focus on enriching the lives of your students. You can do this by carefully crafting your objectives so they are not too broad or too specific, but just right. In addition to that, they should be engaging and go beyond the textbook, incorporate visuals, and give students the opportunity of choice. When you do this, along with planning your assessment first, then you have ultimately transformed your lessons so that your students will be engaged and motivated to learn.”
How do you transform your lessons? Do you have any specific teaching strategies that you like to do? Please feel free to share your thoughts and ideas in the comment section, we would love to hear what you have to say.
Monopoly, Risk and Chinese Checkers were staples of rainy-day activity back in the day, but did you know these popular games can also be used to spur something called executive function, or the brain’s way of being creative and utilize working memory.
Engaging Classroom Games for All Grades
One of our most popular stories in the history of TeachHUB.com has been one in which we lay out some popular classroom games. These games are time-tested, and work at just about every grade level.
Classroom games add flair and student engagement to more tedious, yet necessary tasks like teaching math facts, grammar rules and vocabulary, reviewing for tests or even completing lab experiments. Adding an element of competition motivates and energizes students.
Our list of great classroom games includes:
  • Educational Bingo
  • Memory
  • Around the World
  • And More!

We also encourage educators to implement student-created games whenever possible – after all, what student doesn’t like to show off his or her creative talents?
What educational games do you use in your classroom?

5 Teaching Strategies to Transform Your Lesson Plans

Today on TeacHHUB.com, we look at some teaching strategies that are designed to transform your lesson plans.
The article, penned by frequent contributing writer (and seasoned elementary school educator) Janelle Cox, lays out five ways that teachers can positively alter their lesson plans for the better.
Janelle’s ideas include:
  • Use the Goldilocks Approach for Planning Objectives
  • Use Visual Learning Strategies
  • Give Students a Choice
  • And More!

Janelle sums up her article like this: “If your goal is to create transformational lessons, then they should focus on enriching the lives of your students. You can do this by carefully crafting your objectives so they are not too broad or too specific, but just right. In addition to that, they should be engaging and go beyond the textbook, incorporate visuals, and give students the opportunity of choice. When you do this, along with planning your assessment first, then you have ultimately transformed your lessons so that your students will be engaged and motivated to learn.”
How do you transform your lessons? Do you have any specific teaching strategies that you like to do? Please feel free to share your thoughts and ideas in the comment section, we would love to hear what you have to say.
Monopoly, Risk and Chinese Checkers were staples of rainy-day activity back in the day, but did you know these popular games can also be used to spur something called executive function, or the brain’s way of being creative and utilize working memory.
Engaging Classroom Games for All Grades
One of our most popular stories in the history of TeachHUB.com has been one in which we lay out some popular classroom games. These games are time-tested, and work at just about every grade level.
Classroom games add flair and student engagement to more tedious, yet necessary tasks like teaching math facts, grammar rules and vocabulary, reviewing for tests or even completing lab experiments. Adding an element of competition motivates and energizes students.
Our list of great classroom games includes:
  • Educational Bingo
  • Memory
  • Around the World
  • And More!

We also encourage educators to implement student-created games whenever possible – after all, what student doesn’t like to show off his or her creative talents?
What educational games do you use in your classroom?

Teaching Strategies to Re-Engage Students After Winter Break

The November slump is real. It happens when kids get restless with the onset of the approaching winter break. It’s time when kids need to be focused for imminent state tests and midterms, yet their heads are still anchored in vacation mode.
However, with some pre-planning and engaging teaching strategies, you can help defeat the dreaded winter slump. Here are some essential teaching strategies that educators can use to re-engage kids after winter break. Frequent contributing writer Janelle Cox penned this one – she should know, since she’s a seasoned elementary school educator based on the East Coast.
Janelle’s ideas include:
  • Embrace Technology
  • Divert Students with a Brain Break
  • Give Students Time to Share
  • And More!

Janelle sums up her article like this: “The return after winter break is not only hard on teachers, but on the students as well. If you want students to get back on track and refocus their energy on top-quality learning, then be sure to pay attention to see when students are getting off track. Remind students to stay focused and stick to the goals they have set for themselves. It may take some time, but before you know it, your classroom will be running just as smooth as how you left it before break.”
Do you have any teaching strategies to re-engage students after winter break? Please share your teaching strategies in the comment section, we would love to hear what works for your students.
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By subscribing, you’ll receive the latest, cutting-edge educational news, free lesson plans, and more!
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How to Motivate Students: What NOT to Do

Knowing  how to motivate students is one of the hall marks of a teacher’s life. Indeed, if educators have no idea how to motivate students, then the learning process is completely stymied.
Today on TeachhUB.com, our centerpiece article deals with how to motivate students. Penned by frequent contributing writer Janelle Cox, who is a seasoned elementary school educator based in Upstate New York, the article points out several reasons why motivation is never achieved in the classroom, including:
  • The Lesson or Content is Boring
  • Students Don’t Comprehend the Content
  • And More!

Janelle sums up her article thusly: “Teachers are not intentionally trying to teach students boring subjects, and they are not trying to talk their ears off. What they are doing is teaching students to the best of their ability. What we can take away from this is to make sure that we are teaching to each child’s unique ability, allowing students an ample amount of time to work with others, utilizing even more technology, not lecturing too much, and finding alternative methods to explain information.”
Do you know how to motivate students? Do you have any suggestions? Please feel free to leave your comments and thoughts in the section below, we would love to hear what you have to say.
Subscribe to the TeachHUB.com newsletter
The TeachHUB.com weekly e-newsletter is the best way for you to learn about what’s new on TeachHUB.com any given week. It’s a top-to-bottom rundown of the best articles we’ve published every week, and it’s delivered straight to your inbox every Friday – for FREE!
By subscribing, you’ll receive the latest, cutting-edge educational news, free lesson plans, and more!
Just go to TeachHUB.com, view the righthand side of the page, and enter your email address!

Handwriting in the Age of Technology in the Classroom

Some say writing – especially cursive writing – has become somewhat of a lost art. After all, in these days of tablets and 1:1 computer usage, why should we focus on something that can seem downright 15th century?
Well it turns out there are many benefits to studying long-form writing and penmanship. Today on TeachHUb.com, guest contributor Nelma Lumme investigates what she calls the “Great educational debate of our time:” Cursive writing.
Why has cursive writing gone by the proverbial wayside? Nelma lays it out: “The reason for the demise of cursive writing instruction is obvious. We have become a society that depends on technology in the classroom and the information that comes from that technology in the classroom.”
Nelma points out that cursive writing can stimulate areas of the brain that typing can’t:
·      The neural pathways developed relate to vision-motor control.
·      The neural pathways developed enhance fine motor skills – neuroscience calls these proprioceptive and vestibular senses.
·      With practice, children learn spatial relationships – positioning paper and pencil and planning how to move their arms, hands, and fingers as they form the next curve/movement.
Nelma sums up her article like this: “It will be up to educators and neuroscience to collaborate, especially as more research sheds additional light on the types of activities, physical and mental, that will develop all parts of a growing/developing brain. And for those who lament the loss of cursive writing instruction, remember that education, like every other sector of life and business, changes and adapts to disruptions.”
Do you have any plans to reintroduce cursive writing into your classroom? Or will you keep using technology in the classroom to communicate effectively? Let us know in the comment section of today’s article!

Teaching Strategies to Get Through the Mid-Year Slump

We all experience it: Right when you seem to be coasting along, right in the pocket, comes the mid-year slump. Depending when your school begins, the slump begins anytime between October and December. During this dreaded period, your  teaching strategies will be tested, lessons will be harder to teach, and it will be difficult for you kids to stay focused.
But luckily, there are teaching strategies you can use to combat the mid-years slump. Today on TeachHUB.com, frequent contributing writer Janelle Cox, who is also a seasoned elementary school educator based on the East Coast, explains how. Janelle’s teaching strategies include:
  • Keep Your Life Balanced
  • Plan a Celebration
  • Take Learning Outside
  • And More!

Here’s Janelle’s take on changing things up: “Keep your students engaged by changing things up.  At this point in the school year, you have established your procedures and routines, so shaking things up a little bit will not interfere with anything that you have taught them thus far. Try and flip the order of the way you usually do your lessons or have the students swap seats. You can even start to make changes to your daily routine to keep your students on their toes.”
Janelle sums up her article in this manner: “Remember, the mid-year slump is temporary and it will get better. All it takes is a little planning and creativity on your end. Shaking things up a little bit, getting outside, going on a trip and getting students to plan a party can all help you get through these challenging months with ease.
How do you get your students through the mid-year slump? Please share your teaching strategies with us in the comment section, we would love to hear what you have to say.

Technology in the Classroom: Growing Global Digital Citizens

Did you know that more than 71 percent of the U.S. population age 3 and over used the Internet in 2013? Yikes, that’s a lot! Moreover, 94 percent of American youths use the Internet for schoolwork, including applicable  technology in the classrooma staggering statistic to be sure.
But with widespread access (and necessity) comes the need for some lessons on decent global digital citizenship. A portion of  bringing about good global citizenship includes knowing what to look out for. Today on TeachHUB.com, frequent contributing writer Jacqui Murray, who is a seasoned elementary school educator based in Northern California, says kids need tyo be aware of:
  • Kids lacking wisdom (and not wanting to listen to their parents).
  • Parents lack knowledge.
  • Kids wasting time online that is not productive.
  • Parents not knowing when to let go and give kids freedom.
Jacqui also includes a review of Grow Global Digital Citizens: Better Practices That Build Better Learnersa book by Lee Watanabe Crockett, with today’s article.
Jacqui sums up today’s centerpiece article like this: “Did you notice something missing from this list? The fears above revolve around the Internet safety of an individual but there\’s a whole separate digital citizenship issue that most of us haven\’t even gotten around to worrying about. It is not as frightening as what\’s described above but fully as critical to building competent, aware users of a webtool (the Internet) that is multicultural, agnostic about perspective, and accessible from anywhere in the world. These are the global demands of digital citizenship.”

How do you teach and encourage kids to be good digital citizens given the challenges put forth by today’s technology in the classroom? Let us know in the comment section.

The PBL Classroom Management Approach

Classroom management used to be a stand-and-deliver operation, with the teacher upfront pontificating on the topic du jour and students dutifully taking notes in anticipation of an upcoming test.
That was then, this is now: Educators using project-based learning (PBL) as a classroom management method, in which they act as more of a facilitator than s lecturer/deliverer.
It can seem chaotic, writes TeachHUB.com contributor Jacqui Murray in today’s centerpiece article. Here’s her overview: “No matter the project, it must include clearly identifiable goals to be achieved and a roadmap of how students will accomplish them. The teacher starts with an introduction to the subject, including what students can expect to learn, but that\’s where lecturing ends. Students are then broken into groups (or not; PBL can be done as individuals also) and they decide what type of project would best address the goals required by the teacher in the opening monologue.”
Jacqui adds a section of PBL pros to the article, including:
  • Students who actively create a project to support learning absorb the knowledge more deeply and remember it longer.
  • PBL adapts well to differentiated needs as it is students who come up with the project that will guide them in learning a topic. Students can use videos, audio recordings, news articles, art, plays, or any other applicable material, allowing the student to pick what works best for their learning and communication style.
She also spells out some potential pitfalls of the PBL system:
  •  Teacher training in this learning approach is important. Teachers must become comfortable enough to step back and give the lead to students. Yes, teachers supervise and guide, but they don\’t make the decisions. That\’s up to students. It is a challenge for some teachers to step back when students make a mistake, letting them figure out where they went wrong and what to do about it.
  • Assessing PBL projects isn\’t well-suited to a standardized grading scale or rubric. That process can become subjective and difficult to justify if the teacher isn\’t careful.
Jacqui sums up her article thusly: “Overall, PBL is a popular and growing alternative to traditional teaching. It may be exactly the right choice for your unique student group.”

Do you use PBL in your classroom? How is it working? Share your thoughts in the comment section of the article, and join in the discussion!

The VARK Model of Teaching Strategies

OCT
5

The VARK Model of Teaching Strategies

Are you familiar with the VARK model of Student Learning and the teaching strategies contained therein? Perhaps you’re not familiar with it, or perhaps you need a refresher on it. Either way, today on TeachHUB.com, we spell out the VARK teaching strategies and how they can transform your class.
For the uninitiated, VARK stands for four learning modalities — Visual, Auditory, Reading/Writing, and Kinesthetic teaching strategies. By way of explanation, frequent TeachHUB.com frequent contributing writer Jacqui Murray, who is also a veteran tech teacher based in Northern California, looks at VARK and how to carry it out.
Here’s how she explains to get started with VARK: “Start with an open-minded assessment of the student\’s learning style using the VARK questionnaire or one of several other learning style inventories. The goal is to uncover how the student learns best. At the end of the VARK questionnaire, students get a report that analyzes their answers and draws conclusions as to what their best learning style is. Students use these results to understand their preferred modality and, in a bigger sense, come to terms with why learning challenges they\’ve faced in the past have less to do with their intelligence and more with how the knowledge was presented. Follow up this written report with varied activities from all four modalities and pay close attention to the types of intelligence students display as they complete tasks.”
Jacqui sums up her article like this: “Now, after more than a decade of teaching in a manner that addresses student personal learning styles, I can see that the time invested up front quickly paid off in student success. And once I learned to structure lessons that meet students where they learn, it actually saved time in not having to re-explain, provide after-school tutoring, and discuss with them and their parents why they didn\’t do well when we all knew they were smart enough.

Have you had a similar experience? Or a different one? We\’d love to hear from you. Share with us in the comment section of this article!

Dealing with Unsupportive Colleagues in the Teaching Profession

OCT
7

Dealing with Unsupportive Colleagues in the Teaching Profession

Quite often in the teaching profession, we are confronted with a difficult colleague. He or she might not be a team player, or might not be a good listener.
In today’s centerpiece article on TeachHUB.com, frequent contributing writer Janelle Cox tackles the tough question about how to  deal with an unsupportive colleague in the teaching profession, and how you can overcome the difficulties associated with him or her. Janelle should know – she’s a seasoned elementary school educator based on the East Coast.
How does Janelle recommend we deal with hard cases in the Teaching Profession? She begins by exploring what the root of their difficulties may be, including jealousy, insecurity, and seniority.
She then expands a larger section of today’s article examining how to deal with them, including being mindful and focusing on students.
Janelle sums up her article like this: “Teachers are knowledgeable, and we use that knowledge to help our students who aren’t getting along with one another. If we can take the time to help our students learn to be supportive with one another, then we can the time to do the same for our colleagues.”
How do you deal with an unsupportive colleague in your school? Have you ever had a bad experience in the teaching profession? Please share with us in the comment section of the article, we would love for you to share your stories with us.
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Classroom Management: Why You Must Pretest Your Students

OCT
10

Classroom Management: Why You Must Pretest Your Students

Have you ever pretested your students to help you assess where they stand on the understanding of the topics you’ll be teaching? It’s a good classroom management technique that can certainly help you in planning so you don’t waste time on topics and skills that students have already mastered.
Today on TeachHUB.com, we take a look at pretesting as a classroom management method and its importance. Janelle Cox, who is a seasoned elementary school educator based in Upstate New York, outlines several reasons why pretesting is so important, including:
  • Pretests Give Students a Preview of What is Expected
  • Pretests Help to Plan Future Lessons
  • And More!

Janelle sums up her article like this: “In today’s classrooms, you can easily pre-assess a student by giving him an entry ticket versus a full pretest. These are just a few quick questions (one to three) on the topic they will be learning to see how much they can recall about the topic, or if they even have any knowledge about the topic. Then you can easily go over the questions as a class and modify your lesson on the fly.
“Pretests are a valuable tool for teachers. The information that you gain from them can not only help you figure out what students already know (so you don’t have to reteach it), but also it can help you provide students with a more individualized approach to learning.”
Do you use pretests as classroom management to assess your students? Why do you think they are an essential tool for teachers and students? Please share your thoughts in the comment section below, we would love to hear your thoughts on the topic.

Classroom Management for the Quiet Ones

Every teacher struggles with the introverts, and how to use classroom management to engage them.
Today on TeachHUB.com, new contributing writer Jim Paterson, in an extremely well-researched piece published just today, looks at classroom management methodology for engaging those students who you feel might fall into that category – and whose performance may suffering.
Jim’s ideas include:
  • But understand they might need help
  • Provide help on their terms
  • And more!

James sums up his article like this, in a paragraph about encouragement: “Encourage them, respectfully. Jonathan Cheek a professor at Wellesley College and expert on shyness, says that we should, “Nudge but not push the quiet child toward broader social contacts, but through reward and not obligations.”
           
“They should understand that a certain level of social communication skill is necessary and useful for the many times in their future that they will want to or need to interact with other people.”
           
Privately offer them opportunities to lead or be more visible in ways they might like – possibly assisting a teacher with handing out papers or running errands or leading in a group of similarly quieter students. They may actually be good leaders given the authority and also may like to perform. (Pinto loved debate – and many famous actors and sports stars are introverts.)  

Classroom Activities to Excite Kids About the Future

It’s never too early to get kids excited about the next steps in their academic journey – be it college or a trade school So how do you get kids pumped up about their next steps?
Today on TeachHUB.com, new contributing writer James Paterson looks at some creative classroom activities that will surely get kids excited about what comes next in school.
Why do we need to get younger kids interested in college? James quotes Brian Cook. “If you get them interested early, there is a better chance they’ll have a plan and follow through,” says Cook, who has written on the topic and also teaches at nearby Salisbury University, and often connects his student to that fast-growing campus.
James’ ideas for getting kids excited about the future include:
Encourage Parents
Get Them Thinking
Take a Trip
And More!
James sums up his article like this, in a paragraph called Paint a Picture. “At any age, it will help to quell fears and build excitement if you can show students what college is really like – and that many people consider it the best time of their lives. There are sites online where you can design a dorm room and plenty of schools offer virtual tours of their campus, like Towson University, which has students show prospects around on YouTube. “Check out social media pages as many colleges are active on Twitter, Instagram, and even will do Facebook Live videos about what’s happening on their campus,” says Allerman, who notes that students should know the range of options. “They can look at colleges with airports, technical schools, art or music conservatories, big sports teams or no sports teams, fraternities and sororities, work options, outdoor adventure classes and activities and other specialties. Show them and make it exciting.”