No More Sharpening Pencils During Work Time and Other Time Wasters

No More Sharpening Pencils During Work Time and Other Time Wasters


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"We need to evaluate how we spend time in our classroom by asking whether it is proportional to how valuable the activity is in fostering students' independence and growth."
-Elizabeth Brinkerhoff and Alysia Roehrig

Time is precious, and every teacher needs more. No More Sharpening Pencils During Work Time and Other Time Wasters shows you where to find it as well as research-based ways to align every classroom minute you can with the goals you have for learners.

The most important learning in any classroom occurs when students actively engage in work that matters, so clearing away anything that siphons off learning time is crucial. Elizabeth Brinkerhoff and Alysia Roehrig provide tools for assessing your classroom time, a summary of pertinent research, and suggestions for planning and teaching that help make every minute count. Their strategies will help you create and leverage instructional opportunities by:

  • finding new efficiencies in your classroom management
  • improving alignment between instruction and learning objectives
  • increasing the time students spend in higher-level thinking.

"If we want students to become adults who spend their time in purposeful, constructive ways," write Elizabeth and Alysia, "we need to give them opportunities to spend their time purposefully and take responsibility for how their time is spent." Give them the time to become independent with No More Sharpening Pencils During Work Time and Other Time Wasters.

Start reading now!

Product Details

ISBN-13: 9780325056609
Publisher: Heinemann
Publication date: 05/08/2014
Pages: 96
Sales rank: 377,971
Product dimensions: 5.90(w) x 8.80(h) x 0.30(d)
Age Range: 5 - 10 Years

About the Author

Elizabeth Brinkerhoff is coauthor of No More Sharpening Pencils During Work Time and Other Time Wasters, part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. Elizabeth taught elementary school for 26 years in the Volusia County, Florida, schools. Currently, she is a doctoral candidate at Florida State University, where she can further her passion for helping future educators and improving instruction for students who are at-risk for academic difficulties. Her research addresses to teachers' use of academic language and differentiation through the use of student formative and summative data.

Ellin Oliver Keene has been a classroom teacher, staff developer, non-profit director, and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for four years. Ellin works with schools and districts throughout the country and abroad with an emphasis on long-term, school-based professional development and strategic planning for literacy learning. She serves as senior advisor at Heinemann, overseeing the Heinemann Fellows initiative and is the editor of the Heinemann Professional Development Catalog-Journal. Ellin is author of Engaging Children: Igniting a Drive for Deeper Learning (2018), is co-editor and co-author of The Teacher You Want to Be: Essays about Children, Learning, and Teaching (Heinemann, 2015); co-editor of the Not This, but That series (Heinemann, 2013 - 2015); author of Talk About Understanding: Rethinking Classroom Talk to Enhance Understanding (Heinemann, 2012), To Understand: New Horizons in Reading Comprehension (Heinemann, 2008), co-author of Comprehension Going Forward (Heinemann, 2011), Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2nd edition (Heinemann, 2007, 1st edition, 1997) and author of Assessing Comprehension Thinking Strategies (Shell Educational Books, 2006) as well as numerous chapters for professional books and journals on the teaching of reading as well as education policy journals. Ellin is a Heinemann PD provider, presenting One-Day Workshops, Webinars Series, and all forms of On-Site PD. She is most sought after for her long-term professional development residencies in partnership with Heinemann Professional Development. Click here for an overview of the Keene Residency. Listen to Ellin and Tom Newkirk reflect on the 20th anniversary of Mosaic of Thought on The Heinemann Podcast. Follow Ellin on Twitter @EllinKeene.

Alysia Roehrig is coauthor of No More Sharpening Pencils During Work Time and Other Time Wasters, part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. At Florida State University, Alysia is Learning and Cognition Program Coordinator and Associate Professor of Educational Psychology. She is also a faculty member of the Florida Center for Reading Research's Predoctoral Interdisciplinary Training Program in Education Science. Her research interests focus on issues related to effective teaching, primarily the professional development of teachers and the literacy learning of students. She has published articles in The Elementary School Journal; The Journal of Literacy Research; Science; and The Teacher Educator. Her most recent article, "The Nature of Elementary Preservice Teachers' Reflection During an Early Field Experience," is currently in press.

Nell K. Duke, Ed.D., is a professor of language, literacy, and culture and faculty associate in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She currently serves as Co-Principal Investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, and the Spencer Foundation. Duke is the recipient of the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award. Nell is author and co-author of numerous journal articles and book chapters as well as the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5; and her most recent book, Reading and Writing Genre with Purpose in K - 8 Classrooms. She is also editor of The Research-Informed Classroom book series, co-editor with Ellin Keene of the Not This But That book series, and co-editor of the book Literacy Research Methodologies. Duke teaches preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. She has served as author and consultant on a number of educational programs, including Buzz About IT, iOpeners, National Geographic Science K-2 and the DLM Express. Duke also has a strong interest in improving the quality of educational research training in the U.S. Nell is currently overseeing IRA's Literacy Research Panel blog, which you can follow here:

Table of Contents

Introduction Nell K. Duke vii

Section 1 Not This: No More Wasted Time Elizabeth H. Brinkerhoff 1

Inefficient Classroom Management 3

Don't Mess with Recess 5

Evaluate the Time You Spend on Classroom Management 6

Lessons That Aren't Aligned to Target Learning Objectives 9

Does Daily Instruction Connect with Long- Term Objectives? 10

Look Beyond Fun 10

Respond to Learning Demonstrated the Day Before 11

Evaluate How Your Lessons Align with Target Learning Objectives 12

Lessons That Don't Engage Students in Higher-Level Thinking 13

Evaluate the Time Your Students Spend on Higher-Level Thinking 14

The Essential Takeaway 16

Section 2 Why Not? What Works?: Research on Maximizing Use of Time Alysia D. Roehrig 17

How Do Students Spend Their Learning Time? 18

How Do Students Show They're Engaged? 21

Engaging Learners Through Self-Regulation 23

How Do We Support and Maintain Students' Self-Regulation? 25

Classroom Management Strategies 27

How Does Reactive Classroom Management Lose Time? 29

Clear Expectations and Practice of Procedures 29

Classroom Community 31

Not Just a One-Time Investment 32

Instructional Strategies 33

Poor Instructional Planning Leads to Lost Learning 34

Assessment 35

Instructional Routines and Procedures 38

Relevance and Choice 39

Specific Praise and Feedback 40

Matching Instruction to Students' Performance Level 42

Quality Tasks 42

Student Engagement Is a Reflection of Teacher Actions 43

Section 3 But That: How to Maximize Academic Engaged Time Elizabeth H. Brinkerhoff Alysia D. Roehrig 46

Where Do We Begin? 48

Productive Noninstructional Time: Go Team! 49

Whose Behavioral Expectations Are They? 50

Students Know What's Expected of Them and Do It on Their Own 51

Students Respect Others Because They Are Respected 54

Note About Procedures 60

Productive Instructional Time: Let's Learn! 61

Whose Learning Is It? 61

Students Feel Responsible for Their Learning and Apply Learning Strategies Note About Feedback 65

Students Know the Clear, Specific Goals and Can Self-Monitor 66

Working Together 68

Afterword Ellin Oliver Keene 71

Appendix A General Resources 73

Appendix B Transition Ideas 77

References 79

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