31 1-earthsoft-effective teachers

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Index


Gems of Wisdom


What is EFFECTIVE?
• Effectiveness is the capability of producing a
desired result
• Effective teacher is determined from the
success of student
• It relates to assessment-based accountability


Effectiveness
• Effective teachers also have an inviting
personality:
Effective Ineffective
•“Good morning” •“Keep out”
•“Congratulations!” •“It won’t work”
•“I appreciate your •“Not bad for a girl.”
help!” •“I don’t care what you
•“Tell me about it.” do.”
•“How can I help you?” •“You can’t do that.”
•“Yes” •“Because I said so,
that’s why!”

Effective Teachers
Standard
Competencies
A science & art of education
aiming the full development
of the human being by skills
acquisition & enhancement Qualified
caring
Pedagogy Liberal Arts
effective
teachers

Content
Knowledge

Effective Teachers

Prepare Learning

Step back Agree Learning
Review learning outcome

Learning
Cycle

Apply to Present Information
demonstrate through all senses

Construct to
search meaning


Effective Teachers
Setting the clear Leading teachers with
expectations strong principles

Attracting the best Monitoring teaching &
talent for teaching learning process

Preparing the teachers Feedback & Support
with useful training teachers to improve

Matching skills with Motivating teachers to
students needs perform

Effective Teachers
Teachers
effectiveness

Curriculum
Educational
Development
Collab
Quality
oration

21st
Student century
achievement Assessment
Learning
Processes &
Decision
making

Effective Teachers

Institutional
framework
Educational
performance
standard
Student
learning
outcome


Effective Teachers
• Establishes good control of the classroom
• Does things right, consistently
• Affects and touches lives
• Exhibits positive expectations for ALL students
• Establishes good classroom management
techniques


Effective Teachers
• Designs lessons for student mastery
• Works cooperatively and learns from colleagues
• Seeks out a mentor who serves as a role model
• Goes to professional meetings to learn
• Has a goal of striving for excellence
• Teaches with proven research-based practices


Effective Teachers
• Can explain the district’s, school’s, and
department or grade level’s curriculum
• Realizes that teaching is not a private practice
• Is flexible and adaptable
• Listens, listens, and listens
• Understands the research process
• Knows the difference between an effective
teacher and an ineffective one


Quote

Students will forget most of what you
teach them,

But will remember how you made them
feel in your class!


Effective Teachers
• The effective teacher dresses appropriately as a
professional educator to model success.
• As you are dressed, so shall you be perceived;
• and as you are perceived,
• so shall you be treated.


Effective Teachers
• Establishes good control of the class
• Remember: Control does not involve threats or
intimidation, but control means teacher knows…
• What you are doing
• Classroom procedures
• Professional responsibilities
• Your students know that what you are doing!


Effective Teachers
• The characteristics of an effective teacher…
• Has positive expectations for students success.
• Is an extremely good classroom manager.
• To design lessons for student mastery
• Authoritarian
• Constructivist


Effective Teachers
• Committed to students and their learning
• Know their subject matter and subject matter
pedagogy
• Responsible for managing and monitoring
student learning
• Teachers think systematically about their
practice and learn from experience
• Teachers are members of learning communities


Effective Teachers
• WORK in a collegial manner with your
colleagues.
• ASSOCIATE with and learn from positive
mentors.
• JOIN a professional organization.
• CONTINUE TO LEARN through classes,
workshops, conferences, in service meetings,
books, journals, advanced degrees, etc.


Effective Teachers
• It is the teacher who makes the difference in the
classroom.
• Ability of the teacher
• Extensive knowledge about teaching
• A decision maker able to translate knowledge
into increased student learning


Best Teacher
• Enthusiasm/eagerness
• Preparedness
• Punctuality
• Support and show concern for students
• Consistency
• Politeness
• Firmness and control
• Provides personal help


Best Teacher
• Passion for teaching
• Love the people they teach
• Believe in the importance of education
• Flexible, willing to try new things
• Can take constructive criticism
• Not afraid of challenges
• Good communicator and listener
• Interactive with students


Best Teacher
• Add personal elements to the classroom
• Organized, Disciplined
• Problem solvers
• Creative in how they teach
• Great fund-raiser
• Teach beyond the textbook
• Not afraid of other’s opinions
• Have a lot of energy


Successful Teacher
• Knows Behavior Instruction & Reinforcement
• Has practical KNOWLEDGE of behavior
management strategies & able to develop a
behavior plan
• The teacher APPLIES behavior management
strategies in a FLEXIBLE and TIMELY manner
• Separates unacceptable behavior
• Ability to KNOW & effectively RELATE students
• Have a keen AWARENESS of the classroom
• Constantly reinforces expected behavior


Successful Teachers
• Ability to quickly analyze situation and
appropriately apply techniques
• Has good timing-when and where to react and
respond
• Establishes rapport and trust
• Knows students thoroughly well
• Classroom design
• Classroom management
• Establishing baseline data


Successful Teachers
• The teacher is Consistent, has good Follow-
through, and Follow-up with students
• Is clear and predictable
• Communicates expectations often
• Can re-establish respect after encounters


Successful Teachers
• Attend to more than one matter at a time
• Train students to follow established classroom
Procedures/routines without disturbing others
• PACE their instruction without unnecessary
delays
• Use a variety of techniques to keep students
Interested and Involved
• Use various techniques to check student
Involvement, learning, and Attention
• Use Effective techniques with individual
students that guide other student’s behavior


P.R.O.J.E.C.T
• Participation
• Relevant
• Originative
• Joy
• Enthusiastic
• Concerns
• Team


Prerequisites
Teachers to develop
• The relationship between colleagues
• Content preparation
• Effective teaching methodology


Effective Social Skills
Following are 6 components
• Rationale
• Modeling
• Concept Teaching
• Role Playing/Behavior Rehearsal and Practice
• Coaching
• Contingent Reinforcement


Social Skills Topics
• Basic Social Skills:
• Body Basics
• Face person
• Eye contact
• Voice volume/tone/rate
• Expression should match
• Relaxed posture
• Starting, Joining, and Maintaining a
Conversation
• With Adults
• With Peers


• Basic Social Skills:
• Recognizing and Expressing Feelings
• Playing Cooperatively
• Solving Problems
• Using Self-Control
• Solving Arguments
• Dealing with Teasing
• Dealing with Being Left Out
• Accepting “NO”
• Following Directions


• Intermediate to Advanced Skills:
• Accepting negative feedback
• Learning how to say “NO”.
• Assertiveness
• Resisting peer pressure
• Resisting teasing
• Managing anger


Experienced Teacher Standards
• Demonstrates Professional Leadership
• Demonstrates Knowledge of Content
• Designs/Plans Instruction
• Creates and Maintains Learning Climate
• Implements/Manages Instruction
• Assesses and communicates Learning Results
• Collaborates with Colleagues/Parents/Others
• Engages in Professional Development


Characteristics
• Was clear in what she expected of me
• Was keen to teach me new things
• Was confident that I could carry out the tasks
she assigned me
• Allowed me to be an active participant in
planning and carrying out patient care and made
sure I felt ready to take on new tasks
• Asked me for feedback about how they were
doing as teachers
• Paid attention to my learning style
• Was open to questions


Characteristics
Organized
• Efforts in planning and preparation will pay off
Welcoming
• Knows student will appreciate the same
Feedback
• To know what you think about how students are
doing
• What they are doing well and what they need to
improve.


Characteristics
Awareness
• Not everyone learns in the same way, various
models like direct teaching, and modeling with
some students and more facilitation with others.
Enthusiasm
• It’s infectious – if you are keen on teaching, your
students will be keen to learn.
Expectations
• To know what is expected of students. Effective
preceptors are clear about their expectations.


Reflective teacher
• A reflective teacher is the one who respects the
wonderful range of multiple talents and
capacities of all individuals regardless of
cultural, intellectual or gender differences.

While teaching, emphasis to be put on
• Reflective thinking and productivity;
• Context-rich learning;
• Access to models of the skills appropriate to the
learning situation


Characteristics
• Open-minded, no discrimination
• Wholehearted
• Responsible
• An ethic of caring relationships
• Learning communities


The 7 Habits of Highly Effective Teachers

Delivered by: Razwan Faraz
Adopted from: Book by Stephen R Covey

Discussion
• If you could be anything, what would you be?
• What is stopping you?

• If you could have any strength/quality in your
character, which ones would you have?
• What is stopping you?


The 7 Habits
Interdependence
7 Sharpen saw Think Understand
win-win 5
4 Public
Victory
Synergize
6

Independence

3 - 1st
things 1st
Private
Victory
1- Be 2-End
Proactive in mind
Dependence

What do you want to see


The 7 Habits

Knowledge
(what to, why to)

Habits
Skills Desire
(how to) (want to)

Habits
Internalized principles & patterns of behavior

Private Victory
H1. Be proactive – You
are the programmer

H3. First things first H2. End in mind
You run the program write the program


Habit 1 Be proactive
Check yourself if you have said at least 3 of the
following:
• I cant
• I have to go
• I don’t know how
• He makes me so mad!
• There is nothing I can do
• She thinks I am not good at….
• I can’t control that class!
• I hate Mondays
• Oh! Its Friday!


Stimulus and Response

Stimulus
Proactive Response
Freedom
to Choose
Self-Awareness……..Heart
Imagination………….Mind
Conscience…………..Spirit
Independent Will…….Body
Reactive
Stimulus Response

Food for thought…
Between stimulus and response there is a space.
In that space is our power to choose our
response. In our response lies our growth and our
freedom -Viktor E. Frankl

Responsibility
Response Ability


Habit 2
Begin With The End In Mind
“Would you tell
me, please, which way I ought to
go from here?”
"That depends a good deal on
where you want to get to," said
the Cat.
"I don’t much care where," said
Alice.
"Then it doesn’t matter which
way you go," said the Cat.

Mission Statement
Example
My mission is to champion others to grow
personally, professionally, emotionally and
spiritually by using my compassion, my unique
perspective, and my belief in others' inherent
goodness, integrity, and enormous potential


Discussion – End in Mind
• What vision do you have for yourself?
• What vision do you have for the children you
teach?
• List 5 actions you have taken that have brought
you closer to these visions.


Habit 3 ... a demonstration

What is the lesson?

habit 3 put first things first

Time Management Matrix
Urgent Not Urgent
•Exam tomorrow Planning, goal setting
Not Important Important

•Friend gets injured •Paper due in a week
•Late for work/class •Exercise
•Project due today •Relationships
•Relaxation
•Unimportant phone •Too much TV
calls •Endless phone calls
•Interruptions •Excessive computer
•Other people’s small games
problems •Retail therapy
•Peer pressure •Other time wasters

Time Management Matrix
Urgent Not Urgent
I The Procrastinator II The Visionary
Not Important Important

Stress Vision, perspective
Burnout Balance
Crisis management Discipline
Always putting out fires Control
Few crises
III The Yes-man IV The Slacker
Short-term focus Total irresponsibility
Crisis management Fired from jobs
Chameleon type Reputation Dependent on others or
Goals & plans as worthless institutions for basics
Feel victim, out of control
Shallow relationships

Short term & Long term goals
• What is the most productive thing that you can
be doing with your time right now?
What can you do
• in the next 10 minutes?
• Today? this week? this month? this term?
• this year?
• in the next 10 years?


Public Victory – Art of influencing
H5. Seek to
H4. Win/Win understand before
to be understood

H6. Synergy

Habit 4, 5 and 6 – Public Victory

Habit 7 – Sharpen the saw
Physical PQ
Exercise, Nutrition To Live
Stress Management
IQ
To Learn
Mental Social/Emotional
Reading, Visualizing Service, Empathy
Planning, Writing Synergy, Intrinsic Security
EQ
Spiritual To Love
SQ Value Clarification
To Leave & Commitment, Study
a Legacy & Meditation

Develop intelligence
Mental Physical
Action planning Competitive sport
Time management Working out-Gym
Strategy games-chess Martial arts- Karate
/bridge
Reading (non-fiction) Physical tasks/ targets
Reviewing Extreme sports
Gathering information Archery/shooting
Clearing clutter Hunting/fishing
Ordering/tidying up Mountaineering
Orgnising wardrobe/desk Studying body language

Develop intelligence
Spiritual Social/Emotional
Reading religious books Artistic: Painting
Relaxation / Meditation Poetry
Walk in nature Pottery
Being in or near water Amateur dramatics
Slow hot both Playing/ self expression
Proper diet Spontaneity
Gardening Doing the unfamiliar
Massage- Aromatherapy Brainstorming
Tai Chi/ Meditation
Quiet time with family

7 habits - overview
Dependence

Independence Habits 1, 2 and 3

Habits 4, 5 and 6

Interdependent

The pathway
Habit 7
of the 7habits

Leader Teachers
• We NEED leader teachers, professional
educators who will begin this revitalization of our
culture and values:

We may be the only
• Stable adult in their lives.
• Hope for them
• Who dream of a brighter tomorrow for them…


The Nature of the Teaching Profession


Knowledge of Content
• A “highly qualified teacher” is defined as: holds
at least a bachelor’s degree, full state
licensure, subject area competence, has passed
rigorous state tests in the subject(s) s/he is
teaching


High levels of possession
• It is most important that a teacher has high
levels of
• Knowledge that s/he is teaching the students
• Skills in teaching the subject to the students
• Positive dispositions, values, attitudes


Pedagogical Content Knowledge
• A science & art of education aiming the full
development of the human being by skills
acquisition & enhancement
• Knowledge of the organization and presentation
of subject matter in a way that makes it
understandable to and applicable by others
• Teachers are able to “psychologize” the subject
matter for students


Good teachers have
• Pedagogical skill to implement teaching
strategies…and pedagogical content knowledge
• Reflective skills to analyze and act of teacher-
generated data
• Communication and collaboration skills to build
relationships
• Management skills to arrange successful
learning environments
• Technological skills


Awareness
• Beyond knowledge of self…knowledge of why
you are teaching

• A well developed educational philosophy

• Unpacking your deeply held assumptions about:
• what is education
• the nature of the learner
• what subjects are most important
• the role of schools in society


Knowledge about Learn & Grow
• Educational psychology studies how students
develop physically, socially, and cognitively
• Our conceptions of ourselves and of others
• Who we think we are, who we think others are,
and what we think is the purpose of being here


Knowledge Base
Culturally responsive teachers:
• Believe all students can achieve and succeed
• Build a community of learners
• Build connections to families and the community
• Are continual learners
• Vary instructional methods
• Know their students
• Are introspective and reflective


Attitudes & Dispositions
• Star teachers tend to be nonjudgmental
• Are not moralistic
• Not easily shocked
• Truly listen, recognize their own weaknesses
• Don’t see themselves as “saviors”, network
• See themselves as “winning”
• Enjoy their interactions with kids
• See their primary impact as raising kids
• Self esteem and helping them be more humane
• Derive satisfaction of lots of needs teaching
kids…but not power needs


Teaching as a Profession
• Theoretical Framework
• Methodology supported by research
• Lifelong learners
• Social Institutions
• Certification and Accreditation


Effective Tools
• Structure and Clarity
• Motivation
• High Expectations
• Questioning


Styles of Teaching
• Styles of Teaching on Ends of a Spectrum
• Authoritarian – characterized by:
• Teacher-Centered
• Traditional Structures
• Rules-Based
• Transmission of Knowledge
• Centrality of Teacher Knowledge
Constructivist, characterized by:
• Student-Centered
• Democratic, egalitarian ideals
• Student experience of learning
• Teacher as Learner who Models

Teaching and Management
• Constructivism
• We check Behaviorism…Assertive…Discipline
• We use of rewards and punishments too much.
• Student learning should be motivation in its
own right.


Academic Learning Time
• This concept is dynamically intertwined with
styles of teaching.
• It has to do with curriculum but also how a
teacher thinks about using time available.
• Allocated Time
• Engaged Time
• Academic Learning Time


Important Points
• Positive Motivation: create
interest, enthusiasm, remove fear and inhibition.
• Effective Body Language: Gestures, body
movement with verbal skills
• Have a bit of sense of Humor
• Understanding the Students: prefer dialogue
over monologue – listen students’ opinion.
• Team Formation: helps in mutual understanding
students as well as teacher.
• Technical skills: Up-to-date with latest techno-
tools for teaching.


Continuous Improvement

Reflection

Data
Self
Collection
assessment
& analysis
Continuous
Improvement cycle

Action Goal
Steps setting

Discipline
• One of the best-kept secrets of the very best
teachers is that….
• …They have very few discipline problems


5T
If teacher is… Then…
oPassionate
oInquisitive Time
oStrategic
oConfident
Text
oFlexible
oEfficient
Talk
oEnduring Task
oOpen Minded
oThoughtful Teach

SUCCESS Guaranteed
• Full Disclosure: Clarify Expectations

• Explicitness: Describe the Practice

• Demonstrate: Make it Visible

• Practice w/ Guidance: Scaffolding

• Private Practice: Student Application

• Share and Reflect


Roles of a teacher
• Resource Provider
• Data Coach
• Curriculum Specialist
• Instructional Specialist
• Mentor
• Classroom Supporter
• Learning Facilitator
• School Leader
• Catalyst for Change
• Learner


Coaching’s Big Four
Content &
Knowledge

Classroom Instructional
Management Practices

Assessment
for Learning

Need to know
Presenting Effectively
• Know your Subject
• Know your Audience
• Know the Context in which you’re presenting


Knowing Subject
• Content (Is it enough?)
• Content Organization (Is it Clear Enough?)
• Content Understanding (How Do You Know
THEY know enough?)
• The teacher as a human being
• Limitation to have through knowledge about the
subject though expected to have


Know the Audience
• Does AUDIENCE Matter, Really?
• How Can We Know Them?
• - Why are they there?
• - Why are you there?
• Is Audience “Preparation” Possible?


Know the Context
• How Do Different Contexts Shape Your
Presentation Goals? Strategies? Approach?
• WHERE are you presenting?
• WHAT are you presenting?
• HOW & With or FOR Whom are you
presenting?
• Policy context
• Education reform agenda


What Great Teachers DO!
• They are accomplished researchers
• Their teaching is serious scholarship
• They have high expectations
• Create “Natural Critical Learning Environments”
• They trust their students and are open with them
• Employ systematic and varied evaluation

Teaching Matters…Students Can Learn


Principles of Instruction
Meaningfulness/Prerequisites (Context)

Open Communication (Relationship)

Organized, Essential Ideas (Main Points)

Learning Aids (Technology)

Active Practice (Work with Information)

Safe Spaces/Encouraging Places (Comfort)

Consistency (Dependability)

First – Order Principles
• Set a good classroom environment
• Avoid negative thinking
• Wait/Have Patience/Stop
• Begin before feeling ready
• Surrender commitment to content coverage
• Welcome change
• Let Others do some of the work


Concerns
• Environmental Concerns
• Preparation Concerns
• Pacing Concerns
• Relational Concerns
• Content Concerns


Teachers’ competencies
• Communication
• Child development
• Psychology of learning
• Teaching methods
• Curriculum design
• Assessment
• Subject knowledge
• Education management, Etc
• How to best organise to develop all
competencies?


Profession
• Rethinking the teaching profession’s most
complicated aspects:
• Balancing between:
• Own and others’ understanding of the subject
area
• Caring for different needs of different children
and for the need of creating joint meanings
• Supporting development and steering
development


Dilemma
• Being influenced in contradictory ways by
knowledge about education, upbringing, the
nature of being a teacher :
• formally gained scientific, explicit knowledge
and
• informally gained culturally constructed and
idiosyncratic implicit knowledge
• Solving ill-defined multiple problem spaces
immediately, transparently, simultaneously


Examples
• Can a teacher act in counterintuitive ways?
• Can a teacher refrain from having emotions?
• Can a teacher recognise own bias?


Diversity and Teacher
• Education / continuous professional
development include new training topics:
• Communication with parents
• Multicultural education
• Bilingual education
• Respecting social diversity in classroom (incl.
poverty)
• Tolerance,,,…


Attitude
• Demonstrating Caring and Kindness
• Sharing Responsibility
• Sensitively Accepting Diversity
• Fostering Individualized Instruction
• Encouraging Creativity


Motivate the audience
• Tell a story
• Use natural humor
• Unusual statistics
• Know their level of knowledge
• speak their language
• variety in a presentation


Present yourself
• Get yourself excited – eye contact and available
yourself before class, at breaks and after class
• Establish a long range objectives – see bigger
pictures like the overall presentation
• Apply contents to life – role play and action
plans


Knowledge
• Know their level of knowledge
• speak their language
• variety in a presentation – change every 8
minutes 90/20/8
• Learn from good instructors


Create lesson plan
• Introduction
• Explanation
• Scenario
• Feedback
• Demonstration
• Summary


Introduction
• General guidelines:
• write notes on index card
• eye contact
• drink water if you are thirsty. Not iced water
• vary your voice – pitch, volume, short dramatic
pauses, speed of delivery
• watch your language! – everyday language,
friendly
• mannerism – adjust your clothes, scratch your
ear or nose, brush back your hair


Introduction: gain attention
• Open with high energy, animation and
enthusiasm
• don’t apologize
• give the audience an overview
• be aware of your appearance
• be aware of your voice – tone, enunciation,
pace and speed, word choice


Next Steps
• Quotation
• Challenging questions
• Description of incidents
• Poems
• Word games
• Visuals Props
• Activities


Aims
• Specific
• Measurable
• Achievable
• Relevant
• Time Table


Transition
• Physical movement
• Use of media
• Change of Media
• Mini-Summary
• Q&A
• Pause


Overview
• Tell them a big pictures


Delivery Skills
• Verbal
• pleasant
• natural
• dynamic
• expressive
• easily heard


Delivery Skills
• Nonverbal Delivery Skills
• posture – confidence, alert
• hand gesture
• body movement – step forward, a step
backward, lateral movement
• facial expression
• eye contact


Delivery Skills
• Delivery the content:
• step by step
• clear and concise
• tell them why
• stress key points
• avoid jargon and buzz words
• speak at moderate speed


Summary and Closing
• Ask questions
• Check parking lot
• Summarize any follow up action items required
of you
• Summarize key points


Search teaching materials
• Various curriculum materials can be easily
obtained from different search engines such as
Google, Yahoo, Msn, ask.com etc. and..
• Studied in details


Performance Criteria
• Focuses instruction on one or more learning
goals and academic expectations
• Develops instruction that requires students to
apply knowledge, skills, and thinking processes
• Integrates skills, thinking processes, and content
across disciplines
• Creates/utilizes learning experiences that
challenge,motivate & actively involve the learner
• Creates and uses learning experiences that are
developmentally appropriate for learners


• Develops and incorporates strategies that
address physical, social, and cultural diversity
and that show sensitivity to others
• Arranges the physical classroom to support the
types of teaching and learning to occur
• Includes creative and appropriate use of
technology to improve student learning
• Develops and implements appropriate
assessment processes


• Secures/uses a variety of appropriate school
and community resources to support learning
• Develops/incorporates learning experiences that
encourage students to be adaptable, flexible,
resourceful, and creative
• Uses knowledge required from past teaching
experiences to anticipate instructional
challenges


Communication Skills
• Teaching is generally considered –
• 50% knowledge and
• 50% interpersonal or communication skills.
• What consists of this communication skills?


A Dangerous Educator
Believes that
• This job is not about relationships
• This is just a job, and when the school day is
over, the work’s all done.
• He/she can handle any situation, alone.
• “It was good enough for me & be good enough
for them.”
• All these kids need is “a good whippin’.


Believes that
• What he/she does outside of here has no
bearing
• Anger shouldn't be part of the curriculum
• Never makes time to just sit and listen
• This kids have no right to be mad
• He/she can’t make a difference
• Punishment is more effective than discipline

120

Believes that
• You shouldn’t smile until Thanksgiving.
• Morality and values should only be taught at
home
• Sees the act, not the young person behind it.
• Strict adherence to the rules is the most
important goal of any child’s day.
• Forgets he/she is modeling.
• Is a “structure monster”.


In summary…
• What do we find in the classrooms of the most
effective teachers?
• Summary: Procedures are taught and practiced
and then practiced some more.

An effective teacher…
• Has positive expectations for student success
• Is an extremely good classroom manager
• Knows how to design lessons for student
mastery


In Summary
• Now you have the means to:
• Analyze your teaching skills and identify areas
you want to develop
• Fit your teaching role to the level of the student
• Ask a variety of questions to help deepen the
student’s level of understanding
• Incorporate the one-minute preceptor or learning
conversations into your teaching repertoire


2009 TASEM - What is Effective Classroom Teaching?

Jim Knight, University of Kansas

Todd Whitaker (2004)
Annette Breaux and Todd Whitaker (2006)

Delivered by: Razwan Faraz
Adopted from: Book by Stephen R Covey

A powerpoint presentation by
Marney sobel & Mary anne lapenna Thank You
Keith Lakes, Behavior Consultant
Lisa Smith, Instruction/Behavior Consultant

What Is Effective Classroom Teaching?
Kevin M. Johnston
MSU TA Programs


31 1-earthsoft-effective teachers

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