What are some effective teaching strategies for high school students?
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Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
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Try to think your the teacher and explain yourself\nDon't forget to eat and sleep well\nAnd try to study as often as possible
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The best and most overlooked way to improve classroom education of any kind is to introduce the use of boardgames. I have taught for over ten years all over the world, and only when I use boardgames do students voluntarily insist on extending their classes for two, three, even four hours. Not only that, but they then show the most rapid improvement.\nCheck out the following websites for some useful background info.\n\nhttp://www.rpg.net/sites/edu/1-1.html\n\nhttp://www.rpg.net/sites/edu/1-2.html\n\nhttp://subscriptions.fasfind.com/wwwtools/m/208.cfm\n\nhttp://www.gama.org/uploads/nS/XX/nSXX7lbqv9r-V1glq3UvQg/GinEBrochure1.pdf\n\nGive it a try and you will be amazed. At least you will be helping to break the monopoly that the big textbook publishers have over the education industry.
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1. Be respectful and courteous towards him or her and your fellow classmates.\n\n2. Do your work and never refuse to participate in class. \n\n3. Once in a while, let your teacher know that you truly enjoyed WHAT he or she taught you that day and HOW the material was presented.
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I tutor high school math students, the problem I usualy come across is: the teacher is not willing to slow down and explain each and every detail of the problem. \nI find once I break down the problem and talk them through it they are more comfortable with the math.
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I had some great teachers when I was in elementary-h.s. and the best ones influenced me to go on and be a teacher myself. What I learned from them, I applied in my classroom. What I learned from the not so good teachers (thank goodness those were very few) I remembered never to do in my class.\n\nI went back and thanked my high school teachers who had an impact on me. I told them that they had such an impact, it influenced my future to become a teacher. It is one of the best things you can do for someone who did something positive in your life...reward them by telling them that.
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A good teacher is an effective teacher.\n\nI never answer questions with a web site, but visit  Harry Wong's and if you can, borrow or buys his "The First Days of School" book. It is amazing. (and yes, that is his name).\n\nhttp://www.harrywong.com/
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First be yourself and do not be intemidated by your students. You can be a good teacher and still feel extremely comfortable with your students as well as your students being the same.\nGet them interested and do not assume that a student is too stupid to learn. Always be there for your students and have assistants to help.\nReading material is great. Ask students for what they got out of the reading material. There should be no wrong answer.\nMake things fun. You are the teacher. Teach and enjoy
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DIfferentiate your instruction.  Check out the books by Carol Tomlinson on the subject.  You need to design lessons that allow for the content, format and assessment to be adapted to the needs of individual students.  Specific strategies depend a lot on which subjects you're teaching.\n\nBe sure to avoid seperating students by ability level.
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Effective communication is key to imparting logical and cogent tips regardless of the branch of learning. Thusly, I give you tips for improving your english. Use a grammar and spell-checker. \n\nOh and please don't dangle something as tantalizing as 10 points in front of me... I could answer four stupid questions in addition to this one and get 10 points. How's that for math improvement?
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Here are some tips from my upcoming book called Get Smart!\n\n1) Nothing replaces effort. Most smart kids work hard in school and at home. \n\n2) Communicate with your teacher. Ask him or her what you need to do to get an "A" and tell them that's your goal. Make them give you detailed feedback on your work so that you can make improvements. Participate in class. Sit in the front of class if your teacher lets you. \n\n3) Organize! You probably have an agenda with your assignments. Keep it neat, up to date, and use it every day. Many kids lose points because they lose work or fail to turn it in on time. \n\n4) When you study for tests, first figure out what you know, then concentrate your study time on what you don't know. You want to use your time efficiently.\n\n5) Get help. If you seem to be spinning your wheels or hopelessly lost, ask your teacher, your parents, or another student for help. Your teacher is probably your best source, but oftentimes other smart students and your parents can help you too.\n\nGood luck!\n\nRon Dietel
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You have to find ways to involve them in educating themselves.  A lot of information transfers from teacher -> student through note taking, memorization, overhead slides, etc.  You need to find ways to get the students to discover the information for themselves by leading and guiding them through interactive activities.  Pair work, group work, discussions, investigations, debates, etc can all make learning more dynamic.  I also suggest getting feedback from the students about what kind of work they want to do.  Sometimes it's necessary to write an essay, and essay-writing is an important skill, but sometimes information can be presented in a poster or skit too!
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Many schools are already teaching a great deal apart from regular lessons.   The things that need to be taught to prepare students for real life include:\n\n1.  how to get along with all kinds of people\n2.  how to be punctual - on time\n3.  how to compromise\n4.  how to cooperate\n5.  sensitivity, compassion, and kindness\n6.  how to help others\n7.  an understanding that there will always be people you don't necessarily like, and there is nothing you can do about it, but they are people too\n8.  the understanding that it is ok to be different\n9.  tolerance\n10. work ethic\n\n......... to name a few.  I hope this helps.
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Many schools do not have in place the best methods for teaching reading. Also, I learned in class the other day that if a child has made it to high school without learning how to read, then it takes 2-4 hours of intensive reading instruction for them to learn. What high school in this country devotes 2-4 hours a day to help kids learn to read? \n\nI read in another answer that students aren't allowed past 1st grade without learning how to read. Well how many times are you going to hold a student back? If the teacher's instruction does not match the learning needs of the student, it can be difficult for that student to learn the necessary skills. Many teachers teach one way, and one way only. Students have a variety of learning needs and not all will benefit from the chosen teaching methods. I highly doubt that a child who hasn't learned to read by first grade would be held back until he/she learns to read- that would cause a lot of social and emotional damage.\n\nI am sad for the mother and her son in this situation and know that they are not alone. A good suggestion was made to seek out an adult literacy program to help your son. It will not erase the pain of knowing that he should have learned to read in school, but it will help for the future. Good luck.
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Public going to high school after summer.\nno,no tutoring.figure/solve out everything by themselves. no help, teach  to be independant.
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i think your asking how to make class intresting for students.. Hands on...  Make everything and anything hands on. They may complain but really its alot more fun than reading straight out of the book. Anything you can relate to real life sistuations is better too. Both of these are more affective with younger kids of course. once you hit high school levels theres just about no nope.. However, Hands on things always make it more fun. Or let them do group projects. Another great thing is make it a game. Like jeprody.. I always liked when my teachers turned things into comitition becuase kids are ALWAYS gonna be conpetivie. Split the class in groups and make it a game.. There ovbiously has to be a reward. Like a piece of candy or 2 extra credit points on the next test or quiz..
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Close communication with the teacher, keeping on track of homework assignments and reading. Go to class, ask questions when you have them, and go out of your way to get help if you need it.