Brain-Friendly Strategies for Developing Student Writing by Anne M. Hanson

By Anne M. Hanson

Aligned with middle ideas of powerful guideline, this source offers brain-compatible suggestions, mirrored image questions, and cross-curricular writing actions to spice up scholars’ writing and fulfillment.

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Brain-Friendly Strategies for Developing Student Writing Skills

Aligned with middle ideas of potent guideline, this source presents brain-compatible thoughts, mirrored image questions, and cross-curricular writing actions to spice up scholars’ writing and fulfillment.

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Extra resources for Brain-Friendly Strategies for Developing Student Writing Skills

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The next pages contain samples of how I plan my school year. Examining and organizing my curricular obligations before the year starts enables me to help my students make meaningful connections that foster achievement throughout the year. I share the samples with my students, their parents, and guardians because I believe they provide evidence of my understanding of the standards for which I am responsible and evidence of my commitment to teaching in a purposeful, meaningful way. I hope the samples provide you a sense of how to plan the plan.

They discern fair from unfair discipline. They need people in their lives who can help them learn how to respect and follow acceptable parameters. They need to be held accountable by adults who mete out consequences for misbehavior or misdeeds without injuring their self-concept. Weissbourd (2003) calls such teachers moral teachers, those who groom moral students not simply by being good role models—important as that is—but also by what they bring to their relationships with students day to day: their ability to appreciate students’ perspectives and to disentangle them from their own, their ability to admit and learn from moral error, their moral energy and idealism, their generosity, and their ability to help students develop moral thinking without shying away from their own moral authority.

Writing Connections After learning about our students, we need to think about planning what and how we teach. And because writing is a huge part of what and how we teach—especially, but not exclusively, for language arts teachers—we really should reflect on what writing instruction means and what it means to us personally. By thinking about the writing process, we may be better prepared to make explicit connections across instruction, curriculum, and our students’ lives. Writing: Pleasure or Pain?

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