Tag Archives: classroom strategies

Ideas and inspiration from NSTA’s November K-12 journals






Educators at all levels  will find ideas on helping students with Meeting the Challenges of Communicating Science in his month’s Science and Children. Many of the strategies can be adapted for other levels. Science and Children – The Speaking, Reading, and Writing Connection to Science This issue is a must-read for teachers of all levels. […]

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Encouraging questions






I need strategies to encourage students to ask their own questions. They answer mine and discuss topics, but when I ask them if they have any questions, I get a lot of blank looks. —A., Washington Asking questions and defining problems is one of the science and engineering practices of the Next Generation Science Standards […]

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Time for science?






When I was student teaching, I had some really good science lessons for second-graders that lasted about an hour. But now I have only a half-hour for science each day. I need suggestions for shorter lessons. – C., Colorado I’m glad to hear that your school schedules science daily. In many elementary schools, science and […]

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Working cooperatively






I’m frustrated by my sixth graders. When they’re supposed to be working cooperatively, they are unfocused—it seems more like a social event. By middle school, shouldn’t students know how to work cooperatively? Or are they too immature? – G., Virgina Immaturity is not an excuse. I’ve seen wonderful cooperative learning taking place in kindergarten classes, […]

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Figure-it-out time






I get frustrated when I give directions for an activity and students immediately have questions about what to do. How can I help them become more confident and self-sufficient?  —C., Michigan Students have us trained! We offer directions or suggestions, and students know we’ll go over them again (and again). Some students panic right away […]

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Integrating Science and Engineering






In my elementary schedule, I barely have time for science, and now I’m concerned about teaching engineering, too. I’ve never studied engineering. Can you suggest some resources? —T., New Jersey You might feel a little more confident after reading “The Next Generation Science Standards and Engineering for Young Learners: Beyond Bridges and Egg Drops”  from […]

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Surveying student perceptions






I want to study my middle school students’ perceptions of what and how they are learning in science. Do you have any suggestions other than a traditional survey? —R., Ohio I found some research on the topic at Drawn to Science: Studying Science Teaching and Learning Through Drawings.  The authors examined “how the science teaching […]

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Connecting with your students






I meet with more than 100 students per day in my Earth science classes. As a relatively new teacher, I need suggestions on how to get to know them better including learning their names and interests in a timely manner. – L., Connecticut Students like to know teachers care about and respect them. Knowing their […]

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Prepping an empty classroom






I just took a fifth-grade position, and the principal showed me the classroom I’ll have. It’s a brand-new building, and there’s nothing in the classroom—just the student tables, bare bulletin boards, a few empty bookshelves, and a teacher desk. When I was student teaching, the classrooms had lots of interesting bulletin boards and centers, but […]

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Changing grade levels

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Next year there will be an opening in the high school science department. Although I love teaching middle school, I’m tempted by the opportunity to try something different and use more of what I majored in (chemistry). What advantages and disadvantages should I consider?—C., New Jersey Taking on new subjects or grade levels can be […]

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