Trending February 2024 # How Veteran Teachers Make Large Classrooms Feel More Manageable # Suggested March 2024 # Top 4 Popular

You are reading the article How Veteran Teachers Make Large Classrooms Feel More Manageable updated in February 2024 on the website We hope that the information we have shared is helpful to you. If you find the content interesting and meaningful, please share it with your friends and continue to follow and support us for the latest updates. Suggested March 2024 How Veteran Teachers Make Large Classrooms Feel More Manageable

Teachers rarely get a say in the size of their classes. Smaller classes are ideal—they reduce take-home work, make differentiation simpler, and allow teachers to allocate more time to individual students. But for reasons outside of teachers’ control they’re also increasingly rare. Small classrooms are also more expensive, and in many states, student rosters can quickly balloon to 30 or more pupils per class, posing a special challenge. 

Namely, if the reality is 25 or 30 students at a time, how do you manage them effectively?

One solution, according to veteran teachers, is to identify classroom management strategies that  scale, recognizing that certain things like building strong one-on-one relationships and providing feedback will be a challenge and might require tactical adjustments. The key is to enforce a consistent set of rules and expectations so students quickly learn classroom norms and learn how to navigate them successfully.

1. An Ounce of Prevention

With large classrooms, prevention is the best medicine: Expectations are more frequently met when they’re set early in the school year and time is allotted to go over them together. In addition to knowing what the rules of the classroom are at the outset, students should also understand the consequences of breaking them. 

“The idea is to set up a classroom management plan ahead of time,” explains Michael Linsin, a longtime teacher, author, and founder of Smart Classroom Management, which promotes a “warm demander” approach: pairing a teacher’s caring, inviting demeanor with a readily-accessible, firmly-applied list of classroom rules and consequences for misbehavior, such as warnings, time outs, and letters home. 

Don Doehla, a retired French teacher in Northern California who now trains teachers as co-director of the Berkeley World Language Project, has found success with another approach: Co-creating classroom agreements with students as a way to promote buy-in. Inevitably, he says, students would suggest the same sort of expectations year after year: be on time, respect one another, bring everything you need for class. Afterward, they would talk about consequences.

“I would always ask, ‘Can you live with these? Are they fair?’” he says. “And pretty often they ask, ‘Well, what about you? Do you have to keep the agreements too?’ and I said, ‘Absolutely.’ I really think that matters because I’m a human being just like them. We can all make mistakes.” 

This process helped in that his students invariably began to watch over their own behavior, and hold each other accountable—an invaluable asset in large classes that often reached the contract maximum of 36 students.

Such a model, which requires students to engage in critical thinking on the broad underlying principles around classroom norms, encourages “a kind of running metacognitive discussion that is always evaluating behavior,” writes English and Philosophy teacher David Tow. It can also lead to worthwhile conversations that unpack specific instances of behavior, such as what it looks like when a principle is violated, which Tow adds is a “very sophisticated conversation for a high school student to have.”

2. Use Tech to Scale Community

While building personal relationships in large classrooms is certainly a challenge, online survey tools like Google Forms can scale quickly, allowing teachers to take quick temperature checks or ask in-depth questions. In an effort to learn more about her students’ lives and identities, educator Tara Olagaray created a 15-minute confidential cultural response survey asking about students’ home life, hobbies, and attitudes toward school. 

Beyond learning more about her students as individuals, Olagaray began weaving their interests into lessons as a way to create a more cohesive classroom community. A few tips: Write open-ended questions—such as “What are the top five things I need to know about you?”—that give students space to express themselves fully. Assure students their answers are always confidential. And finally, consider modeling what a good survey response looks like by answering the questions yourself, suggests math teacher Emma Chiappetta (who has compiled a full list of dos and don’ts for getting-to-know-you surveys). 

Other teachers center their online surveys around student social-emotional wellbeing, daily reflections, and even the seating chart. After years of designing seating charts that separated friends to reduce distraction, longtime middle school teacher (and current instructional coach) Laura Bradley did an about-face and started asking students via a Google form questionnaire about who they wanted to sit close to, and who they probably shouldn’t. “They  are so much happier and so much more likely to turn and look at me than if they’re trying to get someone’s attention across the room,” she says. “It changes the culture of the classroom.”

3. The Power of Good Openers

There’s no one right way to begin a class period—but it helps to be consistent. Students are often calmer when they know exactly what is required of them when there is a consistent opening routine or immediate expectation, explains educator Rebecca Alber. 

In large classes prone to restlessness, some teachers give students a chance to talk or blow off steam before transitioning into well-structured opening activities. Doehla made a deal with his students, who often wanted to race each other around the room using the wheels on their chairs. They could race each other as much as they liked, he recalls, as long as they transitioned to academic time smoothly and were ready to learn.

Similarly, middle school math teacher Jay Wamsted introduces a fun conversation starter he calls a cold open, typically an unrelated poll or meme to get students talking, followed by an attendance question that lets them share something with the class about themselves or give an opinion. Taken together, they help spark curiosity, give kids a chance to settle in, and prime students for the day’s lesson.

Former high school teacher Ronen Habib took a more direct approach, opening his lessons with activities focused on social-emotional learning, well-being, or mindfulness. He favored gratitude circles, lighthearted and interactive warm-up games, or quiet mindfulness breaks. 

Finally, over the course of her 30 year career, Bradley estimates that she must have tried “a million different ways” to start class. Eventually, she settled on silent reading time followed by a whole-class read aloud and the direct instruction for the day. “It became really valuable to start class with some quiet and having them doing what I would want them to do in the real world as an English teacher, which is to read such a good book that you get lost in it.”

4. Meaningful Greetings

Research shows that greeting students individually at the beginning of class can increase engagement and improve behavior by establishing “a positive classroom climate in which students feel a sense of connection and belonging,” according to the authors of a 2023 study. 

At the start of every class period, David Tow shook each student’s hand and asked them how they were doing. Even when their answers were generic, their tone and body language often gave him insights into their mindset. Additionally, it reinforces that “an adult in their life cares about their well-being,” Tow writes, “and the research strongly supports that position.” 

5. Explicit Directions Yield Greater Focus

When students don’t know exactly what they’re supposed to be doing, they’ll often use it as an excuse to not do much of anything. Clear and precise instructions, however, get students on task a lot faster. “They need to have super clear directions,” Bradley says. And by clear, she means step-by-step instructions.

“Make it as clear as possible so that you can confidently say, ‘Can you go back and look at the directions? And then I’ll come back and check in with you,” Bradley says. In larger classes it’s inevitable that “kids have got to work independently, and so you have to figure out a way to support them to work independently.”

6. Take Appointments 

In-depth discussions about student behavior should be done privately to avoid setting up a power struggle or humiliating a student in class. Instead, Bradley made appointments with students during lunch to speak with them privately. “The peer issue is huge, especially if there’s 30 or 32 students,” she says “Even if you take them outside, that’s always viewed as a punishment. You just want to get them away from the audience.”

Appointments can also come in handy during class time as a way of letting students know when you’ll have time to meet with them or their groups. During group work, Doehla likened himself to a shark, always on the move. But setting appointments lets students know they have more than a fleeting interaction to look forward to, without committing to meeting every student. 

Setting appointments after class can help too, given that students may feel lost or anonymous in a large class. Forging individual connections is important, though it takes a bit of extra effort. Tow prioritizes at least one check-in with each student per month, even if they appear to be doing well. As an extra reminder, he keeps notes about each student in his roster, particularly about their moods, issues they’re having, or inconsistencies. 

“It’s easy and cheap in terms of time invested,” he says about regular check-ins, “but can yield important insights.”

You're reading How Veteran Teachers Make Large Classrooms Feel More Manageable

How To Make Your Smart Home More Secure

How to Make Your Smart Home More Secure

Here we bring the solution to stay safe by setting up a secure network and by filling up all the security gaps.

Also Read: Tips To Protect Your Home Assistant

How to Secure your Smart Home 1. Secure your network: 2. Know your smart device:

Understanding your smart device is the first step to stay secure. You need to know the capabilities of the device. There are certain smart devices that can listen to whatever you say, so disabling these features is what is required. But you can do so only when you know what the device does. Also check the privacy and security setting and change then according to the usage and your needs. Plus, install updates whenever you receive a notification. Not doing so, you may fall a victim to cyber-attack.

3. Run a security software:

Not all the security software can protect your smart device. But this doesn’t mean you shouldn’t run one. An antivirus program is a must for your PC, Mac, tablet and smartphone, as it can block any malicious threat that my try to access your device. When using a security software always make it a point to update it whenever you receive a notification. Also, you can enable automatic update so that you don’t miss on any update. These updates are released to patch your system from any security vulnerability.

4. Secure your smartphone:

Imagine if your unlocked device falls into wrong hands then what harm it can cause. They can get into your house, can control your device and what not. Therefore, you need to keep your phone locked and read the Privacy Policy of all the apps that you install. This is to know what all information they collect.

Also Read: 5 Security Threats You Need To Be Aware Of

These steps will surely help you to stay safe. Until there is a sure short way that will make your smart home secure its only you who can ensure safety of your data. Now it’s up to you to device how secure you want your smart home to be. The sooner you will start more secure you will be and be ready for attacks in future. However, it depends on how serious you take this and how do you want the things to go. Your decision of today will make the future and will tell how secure your data is from being attacked.

Quick Reaction:

About the author

Tweak Library Team

Data Science Resume: How To Make It More Appealing?

Know the best way to write your Data Science Resume and make a statement to top-tier tech companies.

The concept of life is simple, you need oxygen to live and a resume to get a job. It is essential to write an eye-catching resume to be first in a race, especially if you are applying for a

data science

job. Even if you are not a fan of writing resumes, you cannot ignore the fact that most companies require a resume in order to apply to any of their open jobs, and it is often the first layer of the interview process.

So does it matter how you write personal, educational, and professional qualifications and experience details in a resume? Yes, it does, and here are some tips about how to make your resume more appealing that will catch the eye of a recruiter or interviewer.

1. Always write a resume in brief

Rule number 1, always keep your resume short and engaging. Try to get all your details on one page because recruiters receive thousands of resumes every day and have a minute to look over someone’s resume and make a decision. Therefore make sure your resume speaks on your behalf and makes an impression.

2. Customize your resume according to the job description

While you unquestionably can make a solitary

resume and send that to each job you apply for, it would be a smart move to attempt to add customized changes depending upon the job description would positively intrigue the recruiter.

This doesn’t mean you have to do rework and upgrade your resume each time you go after a position. However, if you notice significant skills mentioned in the work posting (for example, skills like

Data Visualization

or Data Analysis) you should be certain about the resume you’re sending focuses on those skills and increase your chances of getting that job.

3. Pick a right layout

While each resume will consistently incorporate data like past work insight, abilities, contact data, and all, you ought to have a resume that is remarkable to you. That starts with the visual look of the resume, and there are various approaches to achieve a one-of-a-kind design.

Remember that the type of resume layout you pick is also significant. In case you’re applying to

with a more customary feel attempt to focus on a more traditional, curbed style of resume. In case you’re focusing on an organization with more of a startup vibe, you can pick a layout or make a resume with more colors and graphics.

4. Contact Details

After the selection of your resume’s layout next step is to add contact detail. Here are some important things you need to remember about your contact details and what to put there in the context of a data science resume specifically:

If you are applying for a job in a different city and don’t want to relocate it is better not to add your entire physical address, only put in your city and state you live.

The headline underneath your name: reflects the job you’re looking to get rather than the job you currently have. If you’re trying to become a data researcher, your headline should say “Data researcher” even if you’re currently working as an event manager.

5. Data Science Projects/Publications area

Quickly following your name, feature, and contact data ought to be your Projects/Publications area. In any resume, particularly in the technology business, you should focus on highlighting the things you have created.

For a data science resume, this may incorporate machine learning projects, AI projects, data analysis projects, and more. Hiring organizations need to perceive what you can do with your mentioned skills. This is the segment where you can flaunt.

6. Highlight your skills

At the point when you portray each project, be pretty specific about your abilities, tools, and innovations you utilized, how you made the project. Indicate the coding language, any libraries you utilized, and more. The more talk about your skills and key tools the better.

7. Professional Experience 8. About Education

If you have relevant work experience to showcase, it is better to add your educational details closer to the bottom. But if you are fresher and applying for your first job then, in that case, you have to highlight your qualification.

9. Last thing to do

While you unquestionably can make a solitary data researcher Remember that the type of resume layout you pick is also significant. In case you’re applying to tech companies

Eek Week: Spider Venom Could Make You And Your Dog Feel Great


Happy Threesome

Fear of spiders is based, at least in part, on the fact that a few of them can bite us. When they do, it can hurt. A lot. But did you know spider venom is actually being studied as a painkiller?

Scientists around the globe are looking to venom — from spiders and other sources — as a new, non-addictive drug for blocking pain. Spiders (and other poisonous animals) use their venom to subdue their prey, which can include other arthropods, birds and mammals. Peptides in the venom thereby target a lot of enzymes and cell receptors in a wide range of animals. And this can be exploited for good!

Based on the vast number of spider species (100,000-ish) and the complex nature of their venom, scientists think there could be upward of 12 million types of spider-venom peptides, which could be used for drug research to fight chronic pain. How would this work?

Pain usually means something is wrong, but for people suffering from chronic pain — like from arthritis, cancer or other illnesses — powerful pain blockers are the only thing that help. Some chronic pain relievers block sodium channels, which are pathways in the nervous system that can generate pain signals. One of these blockers is probably familiar: Lidocaine, which you get at the dentist when you have a cavity that needs drilling. But blockers have to target the right channels. Other sodium channels affect your heart and other nerves, and you do not want a painkiller to interfere with those.

That’s where spider peptide comes in. While most pain relief drugs take a shotgun approach, venom-based molecules can zero in on a single channel or enzyme. Though this evolved for the more nefarious purpose of subduing and paralyzing prey, it could also stop pain in its tracks. Researchers are still trying to figure out how to tweak spider venoms to avoid affecting heart function and other muscles, however.

The benefits of spider venom extend beyond pain relief in people. Dr Maggie Hardy at the University of Queensland in Australia is working on spider venom-based treatments for your pets, too. Ticks and fleas are evolving resistance to the common pesticides you might squeeze onto Fido’s back, so new treatments are necessary. Hardy isolated two compounds from the Australian tarantula that show promise for killing fleas and ticks, according to UQ.

Spiders are hardly the only eek animals whose poison can do double-duty as a potent painkiller. Venom from several species of snakes, including the black mamba and the Malayan pit viper, are thought to have beneficial effects. Viper venom has anticoagulant and anti-constriction properties, so it could be used to design blood thinners or drugs that could lower blood pressure. This might help stroke patients and people with hypertension, among others.

More recently, scientists in Australia and China found venom from the red-headed centipede is a more powerful painkiller than morphine, and has no side effects, unlike some spider venoms. So next time you claim to hate all bitey bugs, think twice — they could be more beneficial than you thought.

More information on sodium channels and pain.

Red Wine Is A Trifecta Of Chemicals That Can Make Some People Feel Terrible

This post has been updated. It was originally published on December 27, 2023.

Drinking too much alcohol can give anyone a terrible hangover. But some people get sick after just a single glass of red wine, with symptoms ranging from an itchy rash and a wheezing cough to a pounding migraine. What makes wine so different? There’s no easy answer: A handful of substances in wine, particularly red wine, can wreck havoc on the unlucky people whose bodies can’t handle them. Here are the likely culprits behind your red wine woes, according to your symptoms.

Migraines Wheezing, coughing, and itching

In other individuals, wine can cause symptoms similar to those seen in food allergies—coughing, wheezing, and itchy rashes. A number of different substances found in all wine can cause these ‘allergic-like reactions’, Bonci says. Sulfites, which winemakers in the United States sometimes use to keep wine from spoiling, are often to blame for wine-induced sniffles. Sulfites are not only found in wine, but also in many types of foods. Parmesan and other aged cheeses are on the list, so sulfite-sensitive folks are no fun at wine and cheese gatherings. “For people who are sensitive to sulfites, they might notice wheezing and coughing, and might even get a stuffy nose,” says Bonci.

But if you’re getting an itchy rash or experiencing abdominal pain, then another allergen called histamine is the more likely cause. People with histamine allergies may even experience headaches, though probably not as severe as the migraines that can be triggered by cogeners, says Bonci.

Sulfites and histamines are found in all types of wine. But Bonci says there are some workarounds: “Organic winemakers tend not to add sulfites, so that’s an option,” she says. And sweet wines tend to have more sulfites in them, so choosing a dry bottle is a safer bet.

[Read more: There’s no cure for your hangover, but science might make it easier]

Digestive issues

“Red wine is kind of the trifecta,” Bonci says. Not only does it have histamines and sulfites, but it also has a protein found in grape skin called LTP. This protein gives red wine its color, but it might induce allergic responses in certain people which include flushing, and even diarrhea. While it won’t kill you (or cause an anaphylactic response) it’s extremely uncomfortable. So if you experience these symptoms regularly after consuming red wine, it might not be worth it. “Drinking it really doesn’t make a lot of sense,” she says.

Moderation is key

Bonci says the most important thing to remember about wine intolerances is that the effects are often dose-dependent. This means the more red (or white) wine you drink, the more likely you are to experience some kind of reaction—and the worse it will be. A serving of red wine is about five ounces, Bonci says. But most people drink much more than that—a six ounce pour is standard at most restaurants, and wine glasses can hold a lot more if you’re your own bartender.

In fact, red wine glasses are intentionally much larger than white wine glasses, because you want air circulating through the wine to open up the aroma and open up your palate. This comes at a cost for those who have wine sensitivities. Some people who would be able to tolerate five ounces of red wine might frequently have their sensitivities triggered by a generous glass.

Bonci recommends getting out a measuring cup and pouring out five ounces—just to see what that amount of wine looks like—so you can know how much to pour yourself in the future.

At the end of the day, the rich taste of red wine may not be worth the cost of a nauseating headache or an itchy rash. Sometimes your best bet is to just avoid it altogether.

Where Do All The Teachers Go?

Chapter Summary

Peter Dixon has composed the poem ‘Where Do All the Teachers Go?’ This particular poem is associated with the imagination of a child about their teacher. The poem is written from the child’s point of view regarding the whereabouts of a teacher. The child is curious about the activities of the teacher after school hours.

The thought process of a child is different from a grown-up individual hence the curiosity differs accordingly. The child in this poem is wondering where teachers go to around 4 pm every day. The child questions whether the teachers live in houses and when they reach the house whether they wash their socks or watch TV wearing pyjamas. The thought process of the child is relative to his instances at home, it is pious and joyful.

The young individual wonders whether the teachers live with their parents at home. The young child continues to wonder whether the teachers were once children like them and if they committed the same mistakes as them. The kid wonders whether the teachers were ever scolded for their mistakes in their childhood. Furthermore, the young jovial kid wishes to follow a teacher back to their home and will try to find out about their whereabouts. Thereafter, the kid wishes to put it all down in a poem so that the teachers can read it back to the reader.

These childish questions and the honest thought process of a small child make this poem a jovial read for readers of all ages. It is especially an enjoyable read for the teachers.

Why the poet wants to know where all the teachers go at 4 o’clock?

The poet, from the point of view of a child, does not consider the teachers as ordinary beings. The poet feels like the teachers are supernatural beings who switch some saintly powers.

Hence, the poet wishes to know where the teachers go after 4 o’clock. The teacher is curious about the whereabouts of the teacher after school hours.

Things Normal People Do That the Poet Talks About

The poet states according to the thought process of a child that the normal people reside in houses. They freshen up once they return to their homes, wash their clothes, wear pyjamas and watch TV for relaxation. The grown-ups, in this context, the teachers were also once a child who used to leave out green vegetables and ate chocolates. They also committed mistakes and used to get punished for the same.

The teachers when they were young used to lose their hymn books often, they used to make scribbling on desktops and they used to wear unclean jeans

What does the poet imagine about – where teachers live?

The poet mentions that the teacher lives in houses with their parents and their families.

what they do at home?

The individuals when they come back home they wash their socks and wear pyjamas, and they watch TV to feel relaxed.

The people with whom they live?

Through the child, the poet imagines that they live with their parents and their family members.

The teachers’ activities when they were children in school?

The poet states that when the teachers were children even they used to make mistakes. They used to scribble writing on top of their desks; even they used to spell words incorrectly. The teachers were also punished for eating chocolates in class. They used to lose their hymn books. When the teachers were young they used to wear unclean jeans. The poet, through the words of a child, wonders that their teachers used to do the same things in the classroom as they do.

The poet wonders if teachers also do things that other people do?

The poet wonders about such things because he believes that they are not normal people. The poet presumes that the teachers are always strict and hence he wonders if they did the same mistakes when they once were children.

What does the poet plan to find out? And how?

The poet has decided to get all the necessary information by himself, through the child in the poem the poet has decided to follow the teachers back to their homes and take note of the things that they do once they reach home. Then he would write down a poem about their teachers which the teachers would read out to their children.

What do these phrases from the poem mean? punished in the corner

The phrase of being punished in the corner is associated with the aspect of being caught for the mistakes for which the individual is made to stand at the corner of a room. In this context, the child wonders whether the teachers when they used to be children used to commit the same mistakes when they were young ad used to get caught. Thereafter they were punished and were made to stand in the corner of the classroom.

Leave their greens

Often children leave out the green vegetables because they are not as tasty. They throw away the vegetables into a dustbin or leave them uneaten, the phrase in this context is used to note whether the teachers used to the do the same when they were children.


Q1.Why did the child wonder about the whereabouts of the teachers once they reach home?

The child wonders about their teacher because he is not a grown-up and is fascinated by the lifestyle of the grown-ups. The poet through the child to wonder what the teacher does once they reach home because to the child the teacher is not a normal person, the teacher is a strict individual who never makes mistakes but punches them for making mistakes.

Q2. What mistakes do children often make?

Ans. The poet in this poem has mentioned the mistakes a child often makes, like living out on vegetables, making spelling mistakes, and wearing unclean jeans. Children also scribble on top of their desks and get punished for the same.

Q3. What do people usually do once they reach home according to the poet?

Ans. Upon reaching home people usually freshen up, wear pyjamas, and watch TV for a while to get relaxed. They live with their families and spend jolly time. People wash their clothes as well. These are all the activities the child in this poem relates to.

Update the detailed information about How Veteran Teachers Make Large Classrooms Feel More Manageable on the website. We hope the article's content will meet your needs, and we will regularly update the information to provide you with the fastest and most accurate information. Have a great day!