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ERIC Number: EJ1256289
Record Type: Journal
Publication Date: 2020-Jun
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0276-928X
Teacher as Noticer: Understanding and Responding to Student Cues
Godber, Yvonne
Learning Professional, v41 n3 p52-58 Jun 2020
Improving educators' abilities to recognize and respond to signals that indicate students are upset, confused, or disengaged is a powerful but often underused strategy for ensuring that all students are accessing rigorous learning. Research has shown that when adults respond to students' social and behavioral cues for help in a timely, proactive, and sensitive matter, students are more able to get back on track with important learning tasks at hand. Teachstone, a company using education technology to improve the ways teachers interact with students, has developed practical tools that can help teachers notice and respond more quickly and effectively to student academic and social-emotional cues. The tools are grounded in the Classroom Assessment Scoring System (CLASS), a framework underlying teacher professional learning models that grew out of research conducted at the University of Virginia. Teachstone created this professional learning activity to encourage teacher reflection and support adult awareness of and responsiveness to students' needs and cues.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Classroom Assessment Scoring System