Problem-Solving Conferences- Alma Mejorado

problem-solving-conferences I made this infographic showing when and how to have a Problem-Solving Conferences with a student.

Crowe, C. (2009). Solving thorny behavior problems: How teachers and students can work together. Turners Falls, MA: Northeast Foundation for Children.


Direct and Indirect Instruction

By: Vanessa D’Elia

To be an effective teacher we should be flexible and honor diversity when giving instruction. No all students are the same and not all students learn the same way. If something is not working as educators we should try to use other strategies such as collaborative, cooperative and active learning. Making the students use real or imagined scenarios, concept mapping, discussion questions, debate and even peer instruction. Here I included two info graphics one for direct instruction and one for indirect instruction that can help you out when trying to be flexible with your instruction.

For more information:

Works Cited:

Borich, G. (2000). The Effective Teacher. In Effective teaching methods (4th ed.). Upper Saddle River, N.J.: Merrill

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Capturing Kids’ Hearts by Alma Mejorado

“If you have a child’s heart, you have his head.”™ – Flip Flippen The primary focus of Capturing Kids’ Hearts is to develop healthy relationships between members of a school’s educational community and to teach effective skills that help participants:

  • Develop safe, trusting, self-managing classrooms
  • Improve classroom attendance by building students’ motivation and helping them take responsibility for their actions and performance
  • Decrease delinquent behaviors such as disruptive outbursts, violent acts, drug use and other risky behavior
  • Utilize the EXCEL Model™ and reinforce the role of emotional intelligence in teaching
  • Develop students’ empathy for diverse cultures and backgrounds

The EXCEL Model

E Engage students through a personal greeting
X Explore the needs students have and the good that is developing in their lives
C Communicate caring thoughts that are specifically relevant to the student
E Empower students to practice doing what is good
L Launch students with a sendoff each day that helps them to aspire to excellence

Social Contract

  1. How do you want to be treated by me (the teacher)?
  2. How do you want to be treated by others?
  3. How do you think I (the teacher) want to be treated by you?
  4. How do we treat each other when there is conflict?



Affirmations are short notes that you give to someone to tell them something nice that you have noticed about them or to give them a compliment.  Students give affirmations to each other and our staff is really great about giving affirmations as well. Use the social contract as a tool for affirming others.


Flippen, F., & White, C. (2007). The flip side: Break free of the behaviors that hold you back. New York: Springboard Press.

For more information visit

Dual Language in Early Education Best for Youngest ELLs – Maritza Valdespino

Young English-language learners who are still developing oral and literacy skills in their home languages benefit most in early childhood programs that regularly expose them to both languages. Many existing dual-language programs for young learners are currently found in Head Start and Early Head Start, which established standards that require its providers to address the needs of dual-language learners and “principles” that direct Head Start programs to develop children’s first languages, as well as English. Having good language skills in a home language would be a strong support key for having success in a second language. Preschool DLLs are still in the process of learning their first language.  They don’t yet know enough in either their home language or in English to form a robust foundation for their future learning, so they need access to what they have learned in both.

Direct Instruction by Kimberly Zuniga

Direct Instruction

This Infographic goes a little into detail about what Direct Instruction is. You will be able to some of the strategies that can be used in direct instruction. Also included are the components of a direct instruction lesson plan includes. This is a good way to learn more about what direct instruction is. Direct instruction is very popular in the classroom.

Here is an article that gives more insight on what direct instruction is.

5 Key Effective Teaching Behaviors & Helping Behaviors by: Kimberly Zuniga


Above are the behaviors for Effective Teaching and the Helping Behaviors. There are so many different concepts that people feel are crucial for effective teachers. It is quite difficult to have a set list of behaviors, but Borich writes about these and explains why they are key to effective teaching. Here is another article you can look at about effective teaching strategies.

Instructional Strategies

By: Alma Mejorado

imageResearch has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills, and promotes meaningful learning experiences. Instructors who adopt a student-centered approach to instruction increase opportunities for student engagement, which then helps everyone more successfully achieve the course’s learning objectives.

There are a variety of teaching strategies that instructors can use to improve student learning. Effective teachers directly impact student learning and achievement. It’s been shown that teachers who have a large repertoire of effective instructional strategies teach differently. They’re more intentional in their objectives, strategies, and intended outcomes. And, have better results.

Membership. (n.d.). Retrieved November 3, 2014, from

More strategies

Metacognitive Monitoring

By: Vanessa D’Elia.

Metacognitive Monitoring is one of the 7 strategies in Academic reading that can be use to help our students bridge the gap in their comprehension. Metacognitive monitoring is “thinking about our thinking” in which the students are able to monitor their own comprehension and evaluate the inferences they make. I created the info-graphic below to help you better understand what Metacognitive monitoring looks like.

For more information:

Work Cited:

Borich, G. (2000). The Effective Teacher. In Effective teaching methods (4th ed.). Upper Saddle River, N.J.: Merrill.

Metacognitive Monitoring2