How an Unplanned Action Research Project and a Small Dose of Vulnerability Led to Better Student-Teacher Relationships and Joy in the Classroom

Having a classroom built on trusting relationships that accepted that failure could be a part of learning led all of us to be more vulnerable and to take more risks. And this, in turn, led me to feel more comfortable letting go of more control to add more joy into the classroom.

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The Science of Forgetting and the Art of Remembering (Part II)

It turns out, perhaps the most compelling data to support spacing and interleaving is not quantitative at all. Instead, it is the qualitative feedback from students and teachers.

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The Connected and Valued Child: Targeting the Social and Emotional Brain

The Responsive Classroom approach reaches far beyond the old perception of social and emotional curriculums producing “nice” kids in a warm and fuzzy environment. It allows us to build intelligent guidelines for school and to develop classroom practices that are informed by current neuroscience and are relevant to the children of the 21st Century.

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Emotion and Cognition: Creating a Positive Classroom Culture

There are two integral questions that teachers often overlook but need to ask themselves as they head into the school year: how do I want my classroom to feel and what steps can I take to create this feeling in my learning space?

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