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By CheekyLitTeach, on October 27th, 2011
 When academic students proceed into the senior grades, it’s often assumed that they already know how to do research. After all, they have completed their subjects at an academic level, they have been learning about how to research since grade one or two, and in not too long, they will be studying at the university level. Research at the senior level, however, still needs to be taught because these students will be operating at an even higher level in their post-secondary education, and the work will be completed with complete independence. It should be assumed that they are very competent learners, but it should not be assumed that they are ready to be fully independent learners; thus, it’s not an acceptable practice to assign projects without teaching them effective research skills. . . . → Read More: Teaching High School Research – Skill One
By CheekyLitTeach, on July 4th, 2011
 It’s finally summer! Time to recoup after a long, fast year of educating. I was asking myself, “What should I write about?” It’s been two months since my last article and I am feeling like I should produce something; however, nothing was coming to mind since I am totally focused on serious recuperation! When I said that I couldn’t think of anything to write about, my husband said, “If you were going to think of something what would it be?” My gut reaction: It’s not time to work right now…it’s time to play. I firmly believe that educators needs a rest, but as a parent, I also want my children to be learning something constuctive. . . . → Read More: Seize the Summer Moments
By CheekyLitTeach, on April 30th, 2011
 Aren’t we all looking for engaging alternatives to the traditional book report? Here’s a list of divergent activities from the boring stand at the front of the room retell and what was your favourite part! . . . → Read More: 150 Book Report Alternatives
By CheekyLitTeach, on April 10th, 2011
 Andy Garcia’s article “10 Things All Teachers Show Know How to Do” inspired this article which provides an explanation of how to do these ten things in simple terms for those who are new to the skills and concepts. . . . → Read More: How to Do the “10 Things All Teacher Should Know How to Do”
By CheekyLitTeach, on March 13th, 2011
 There are numerous tools online for students to use as they are engaged in completing a group project. Connecting and working with your group outside of school has always been an issue; however, now that there are so many collaborative tools available online, that problem is lessening. I will be encouraging my students to communicate and collaborate outside of class using such tools. Here’s the list of the tools that I believe are the most useful to students as they complete their research projects. . . . → Read More: Primo Web 2.0 Tools for Student Group Research Projects
By CheekyLitTeach, on February 26th, 2011
 It’s important to include Aboriginal resources in our classrooms to allow our First Nations students to see themselves reflected in our curriculum and for our non-Aboriginal students to learn more about First Nations culture and history. There is considerably more resources today than their was 20 years ago when I was a student, and modern Aboriginal writers are adding to our wealth of literature reflecting on the current social and political environment for Aboriginal peoples. Here’s a list of excellent resources and/or sources of Aboriginal writing and audio. As I find more resources I will add them! . . . → Read More: Integration of Aboriginal Resources in the Classroom
By Kelly Pearce, on January 23rd, 2011
 Teaching ADHD students can be challenging especially if you do not understand this neurobiopyschosocial disorder. It’s important to create relationship with these students as you provide structure and boundaries for them. Here are ten ways to get the most out of your ADHD students in the classroom. . . . → Read More: Getting the Most out of the ADHD Student
By CheekyLitTeach, on January 19th, 2011
 The final boys’ reading strategy of splitting up students by gender is an addition to the previous list of 13 reading strategies devised by the Ontario Ministry of Education in the Me Read? No Way! document. Research has shown that dividing classes according to gender can be conducive to improved literacy. . . . → Read More: Boys’ Reading Strategy 14 – Split Them Up
By CheekyLitTeach, on December 25th, 2010
 Creating a school-wide focus for literacy is an important step in improving the literacy of all students even though it’s also a crucial measure in improving boys’ literacy. The Ontario Ministry of Education document Me Read? And How! outlines ideas for how this can be accomplished, including possible pitfalls or areas to consider for maximum success. . . . → Read More: Boys’ Reading Strategy 13 – Build a School-Wide Focus
By CheekyLitTeach, on December 15th, 2010
 The Ontario Ministry of Education outlined 14 reading strategies that are specific to boys’ literacy. Drive the point home focuses on the role of the family in encouraging boys’ literacy. It’s important to make connections with the home to achieve this objective. . . . → Read More: Boys’ Reading Strategy 12 – Drive the Point Home
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