One easy way to decrease inequity and social injustice it is to read and have access to lots of books….

Nerdy Book Club

Last Friday night, I met my new students. Seeing children investigating our classroom for the first time, it finally felt like home. Walking around the room visiting families, I overheard Maggie tell her mother, “Wow. We have a lot of books in here.”

Sidling over to her, I said, “I think we need a lot of books, don’t you?”

Maggie beamed, “Yes! Yes, we do.”

She chatted with me about the Dork Diaries book she is currently reading and we looked in our classroom library for more books in the series. I told Maggie that I shoved more books in our storage closet before she and her classmates arrived, “I am glad you all are here. I know you will be taking some of these books home to read and we will have more room!”

From the first day of school and for every day after that, I want my…

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About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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