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Grammar School Teaching and Leadership

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  1. Lessons
    Lesson 1: Building on a Strong Foundation (Preview Content)
    4 Topics
    |
    1 Quiz
  2. Lesson 2: Teaching with Excellence in the Grammar School
    2 Topics
    |
    1 Quiz
  3. Lesson 3: Classroom Management Conducive to Learning
    3 Topics
    |
    1 Quiz
  4. Lesson 4: Shepherding the Grammar School Student's Heart (Preview Content)
    3 Topics
    |
    1 Quiz
  5. Lesson 5: Partnering with Parents
    2 Topics
    |
    1 Quiz
  6. Lesson 6: Developing a Growth Mind-Set
    3 Topics
    |
    1 Quiz
  7. Lesson 7: More Effective Lesson Planning
    3 Topics
    |
    1 Quiz
  8. Lesson 8: Teaching Reading in the Grammar School (Part 1)
    3 Topics
    |
    1 Quiz
  9. Lesson 9: Teaching Reading in the Grammar School (Part 2)
    3 Topics
    |
    1 Quiz
  10. Lesson 10: Total Participation Techniques
    4 Topics
    |
    1 Quiz
  11. Lesson 11: Teaching with the Brain in Mind
    3 Topics
    |
    1 Quiz
  12. Lesson 12: Building a Culture of Learning in a Grammar School
    3 Topics
    |
    1 Quiz
  13. Discussions
    Discussion 1: Lori Jill's Journey into Classical Education
  14. Discussion 2: What Makes a Great Grammar School Teacher?
  15. Discussion 3: How to Develop a Great Grammar School
  16. End of Course Test
    End of Course Test: Effective Grammar School Teaching and Leadership
    1 Quiz
Lesson Progress
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  • Why might it not be a wise idea for the teacher to simply choose for students the books that he or she likes?
  • Have you ever taught a book to students that was too challenging for their development level? How could you tell it was too challenging for them?
  • Have you ever taught a book to students that was too easy for their development level? How could you tell it was too easy for them?
  • Lori Jill says that a well-chosen book “should march a bit ahead of the students’ current development, leading them forward.” Discuss what this means.
  • It is often said that younger students “learn to read” so that when they are older the can “read to learn.” Discuss the meaning and importance of this maxim for reading instruction.
  • Why does Lori Jill caution teachers against regularly saying that “reading is fun”?
  • What strategy for teaching reading in the middle years might you consider implementing and why?