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• Setting Objectives and Providing Feedback
• Reinforcing Effort and Providing Recognition
• Cooperative Learning
• Cues, Questions, and Advance Organizers
• Nonlinguistic Representations
• Summarizing and Note Taking
• Assigning Homework and Providing Practice
• Identifying Similarities and Differences
• Generating and Testing Hypotheses

• Word Processing Applications
• Organizing and Brainstorming Software
• Data Collection and Analysis Tools
• Communication and Collaboration Software
• Instructional Media (Learner as Consumer)
• Multimedia Creation (Learner as Producer)
• Instructional Interactives
• Database and Reference Resources
• Kinesthetic Technology

1. Reading for Meaning: This strategy helps students develop the skills to be proficient, effective readers and make sense of text.
2. Compare and Contrast: This strategy teaches students to conduct comparative analysis, thereby getting them to learn content at a much deeper level.
3. Inductive Learning: Inductive Learning as a strategy helps students see patterns and structures in content by using inductive processes.
4. Circle of Knowledge: Circle of Knowledge is a strategic framework for planning and conducting engaging classroom discussions that get students to think deeply and communicate thoughtfully.
5. Write to Learn: As a strategy, Write to Learn gives teachers a way to integrate writing into daily instruction and use writing skills to develop students’ ability to write in the “key text types” that they need to be college and career ready.
6. Vocabulary’s CODE: This “strategic approach” to vocabulary instruction gives students the ability to retain and use academic vocabulary.

• supervising instruction
• evaluating teachers
• providing professional development and other learning opportunities for teachers
• modeling proactive uses of data to make informed decisions that positively affect student learning
• promoting a climate of instructional excellence
• establishing collegial relationships with teachers.

Book Cover

“As children grow older and enter school, their need for support must be met by their teachers. If a teacher not only imparts academic education, but also assumes responsibility for preparing students for life, his or her pupils will feel trust and respect, and what has been taught will leave an indelible impression on their minds. On the other hand, that which is taught by a teacher who does not show true concern for his or her students’ overall well-being will not be retained for long.”

• Teachers have a responsibility to support the children they teach. There is no escaping this responsibility. Those who want to teach the young must care for them. To support our students means we care about more than just their ability to get high test scores. It means providing them the emotional support they are sometimes not getting at home. It means being there for them emotionally, when no one else can. Unfortunately, that is not something objectively measured through value-added statistics and multiple choice tests. How can compassion be reduced to some rating scale?
• Teachers have a responsibility to not only teach the academics, but also prepare students for life. If we really want our teaching to have a long-term impact on the lives of our students, we must assume the responsibility of providing them with the preparation they need for life. By default, a willingness to prepare those we teach for life signifies compassion for who our students are and where they’re going. Preparation for life should be more than test scores. It should be more than success measured by money and financial status. It should be more than success measured by educational attainment. Preparing students for life means we equip them to become compassionate citizens of the 21st century.
• Teachers who teach without compassion are ineffective. Forget value-added measures and teacher evaluation systems. Without compassion, none of those things matter. If you want to see an effective teacher, look at the level of concern they have for their students. If you want to see an ineffective teacher, look for a teacher who sees students as test scores and an opportunity to earn a bonus. That’s the whole problem with merit pay. It appeals to greed and “what’s in it for me” not necessarily what’s good for the children. Compassion should be the teacher's primary motivation, not greed.

"We became teachers of the heart, animated by a passion for some subject and for helping people to learn. But many of us lose heart as the years of teaching go by. How can we take heart in teaching once more, so we can do what good teachers always do---give our heart to our students? The courage to teach is the courage to keep one's heart open in those very moments when the heart is asked to hold more than it is able, so that teacher and students and subject can be woven into the fabric of community  that learning, and living, require."