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Gaby Barries
Bible Verses for TeachersTeachers are some of the most selfless, giving, caring individuals in our world. Their goals and ambitions are in seeing their students succeed in life and many of us have our teachers to thank for where we are! Yet, teachers often face discouragement and feelings of defeat. Speak words of encouragement and thankfulness to the teachers you know and it will make a difference in their day. Write these on a post-it, send an email, or write a kind note today with Bible verses for teachers to brighten their day and show them the fruit of their hard work and dedication to their students! Download this free PDF of Encouraging Bible Verses to save or share with teachers you know!
Passage Preparation provides affordable, high-quality resources aligned to state licensure standards and corresponding assessments for prospective teachers preparing to take their state licensure tests.
Passage Preparation teacher licensure assessment courses are aligned to the content on subject-matter and pedagogy certification tests by experienced educators with deep knowledge of the subjects they teach.
The content presented in Passage Preparation courses is designed to provide teacher licensure candidates with the information they will need to be confident on subject-matter and pedagogy assessments required for state teacher certification.
Fluency passages are brief texts that students can read multiple times to improve their oral reading fluency, speed, and accuracy. Intended to promote repeated reading of the same passage, fluency passages are incredibly brief in nature.
How it works: Students read the passages aloud several times as the teacher monitors their reading and provides feedback. This offers them more opportunities to develop a better command of the text, which empowers them to become more confident and capable readers. In addition, fluency passages build word recognition, increase automaticity, and help students read with better expression.
One of the great things about fluency passages is that they can be used in a variety of ways to support students as they work toward their individual oral reading fluency goals. Here are a few different ways this solution can be integrated into your literacy block:
Regardless of how teachers choose to implement fluency passages, each of these approaches can be used to help students set individual goals by receiving guidance and feedback from teachers and peers. Likewise, students can take time to reflect and set goals for themselves when reading independently.
Devoting limited class time to any new activity can feel like a bit of a risk, but integrating fluency passages into your literacy block will only pay dividends in the future. Should you choose to utilize fluency passages in your classroom, here are a few benefits you can expect:
After negotiating for a new labor contract for nearly a year, 43 teachers, paraprofessionals and teacher assistants at the Passages Charter School in Edgewater unanimously said they are in favor of going on strike.
While this would be the first charter teachers strike in U.S. history, Passages is not even the first Chicago charter group to reach this point within the last year. In October, the United Educators of UNO voted overwhelmingly in favor of going on strike before reaching a new contract agreement less than two weeks later.
The present research assessed the potential effects of expecting to teach on learning. In two experiments, participants studied passages either in preparation for a later test or in preparation for teaching the passage to another student who would then be tested. In reality, all participants were tested, and no one actually engaged in teaching. Participants expecting to teach produced more complete and better organized free recall of the passage (Experiment 1) and, in general, correctly answered more questions about the passage than did participants expecting a test (Experiment 1), particularly questions covering main points (Experiment 2), consistent with their having engaged in more effective learning strategies. Instilling an expectation to teach thus seems to be a simple, inexpensive intervention with the potential to increase learning efficiency at home and in the classroom.
Second, does expecting to teach cause individuals to change the way they process information? We conjectured that expecting to teach might encourage beneficial encoding activities such as organizational processing (for similar arguments, see Bargh & Schul, 1980; Gartner, Kohler, & Riessman, 1971). Thus, in Experiment 1, we examined the previously untested prediction that expecting to teach would lead participants to produce relatively well-organized free recall responses. We also thought it possible that expecting to teach would cause participants to remember main points especially well, on the basis of observations that teachers often focus on key concepts in learning material (McKeachie et al., 1986). To assess this potential difference, Experiments 1 and 2 included test questions relating to main points, as well as detail points about the passage. In sum, we used measures of output organization and comparisons of memory for main and detail points with the assumption that such measures could provide insights into whether and, if so, how expecting to teach alters the study strategies and cognitive processes used by individuals during learning. The general design we employed in both Experiment 1 and Experiment 2 followed the approach introduced by Bargh and Schul (1980). All participants were given a passage to read for a specified amount of time. Prior to reading, participants were told either that they would later take a test on the contents of the passage or that they would later teach the contents of the passage to another student. Participants given the expectancy to teach, however, never actually did so; instead, they were given the same test as the participants given the expectancy of taking a test.
Federally mandated standardized testing (i.e., in core subject areas and certain grade levels), as an element of educational accountability, began in 2002 with the No Child Left Behind Act. With that step, large-scale assessments came to serve as one of the foundations of accountability-based systems and policies not only for districts, schools and students, but for teachers as well.
Yet, as a result of identified weaknesses of such practices, especially at the student and teacher levels, Congress passed the 2015 Every Student Succeeds Act (ESSA). The new law reduced federal oversight and gave states more control over their state assessment and accountability systems.
This brief examines the results of this element of ESSA, and offers a thematic analysis of state-level assessments in ESSA plans from every state and the District of Columbia. It also includes results of a detailed survey, completed by department of education personnel from 34 states and the District of Columbia, which explores additional information pertinent to state teacher evaluation systems.
"Passports and Passages" brings together Idaho high school and college English teachers from around the state to discuss how we teach writing and to consider innovative ways for promoting literacy and writing - across grade levels and in all corners of the state.
First, one of the greatest weaknesses of the West is our commitment to autonomy. We think that interpretation is an individual thing. We think we should be able to read the Bible and come up with its proper interpretation all by ourselves. But such solipsistic interpretive methods have wreaked damage on churches and individuals. God told us that one of His chief gifts to the church is teachers (Eph 4:11). If we could understand the text without the aid of others, why would we need teachers?
In sum, let us read confidently. And when we chance upon difficult passages, use these as opportunities for thanking God that He has made the main theme lines of His revelation clear and has given us gifted teachers and resources to help in all the other cases.
I believe teaching paired passages is very important. Students need explicit instruction on how to read and analyze a set of texts. They will most likely need to answer questions from paired passage sets on state testing. Moreover, students need to be challenged to think critically and analyze multiple sources.
Paired passages are text sets that complement each other. They can be compared or contrasted in some meaningful way because they share a common thread. They may have a similar topic or theme. Paired passages can be any combination of fiction or non-fiction, prose or verse.
To keep things manageable, I encourage teachers to use very short passages when first assigning paired texts. When the reading passages we teach are too long and difficult, students find it hard to focus on the task at hand.
Students may be intimated by long, complex passages at first. A lot of practice with short paired texts will get students ready for more sophisticated texts. Ease anxiety of reluctant readers by providing manageable texts.
The last thing that might be holding you back from teaching paired passages is not having the right resources. It can be time consuming to try to come up with your own sets of related texts. ReadWorks has a lot of free content, but I find that these articles can be challenging because they are quite lengthy.
For the Christian teacher in a public school, let me just give you a virtual hug right now and thank you for all you do. You have the opportunity each day to reflect Biblical principles and characteristics in your work. How you teach and interact with students, colleagues, and parents sets you apart. While that same opportunity to shine the light of Christ is true for every believer, your influence on students and families often far exceeds others.
I love all teachers, but I especially have a heart for those who teach in our public schools because I think their work there is so important. Unfortunately, I think the role of educators has become increasingly difficult as politics (internal and external) bleed into the classroom, students arrive at the door with greater and more challenging needs, and national narratives deliver misinformation and drive divides.
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