Richard D. Solomon, Ph.D.
  • 78, Male
  • Tucson, AZ
  • United States

Richard D. Solomon, Ph.D.'s Colleagues

  • Kewaldev
  • Noemi Szoychen
  • Anne Mirtschin
  • Dennis O'Connor
  • Neli Maria Mengalli
  • Reuven Werber

Richard D. Solomon, Ph.D.'s Groups


Richard D. Solomon, Ph.D.'s Page

Profile Information

School / Work Affiliation
Jewish educational consultant, writer and teacher
About Me
Professionally, I would like to connect with Jewish day and supplemental educators interested in developing a new professional career ladder for teachers starting in elementary school and continuing through graduate school. If you wish to learn more about our vision, click on to these online articles:

Solomon, Richard (December, 2008). Development ladder for students and teachers in a Jewish day school. RAVSAK Journal, HaYidion.

Solomon, Richard, Solomon, Elaine & Bor, Hana (Fall, 2007). From madrichim to expert educators: New career ladder for professional development for supplementary and day school teachers, Jewish Education News, CAJE.

Solomon, Richard. (January, 2008). A new career development ladder for professional development for supplemental and day school teachers.,16568,16568#msg-16568

What are Equity Pedagogical Methods and Why Should They Be Modeled by Mentors and Deployed by Teachers?

Before we define equity pedagogy, let’s share some relevant research.

There have been a number of important studies which indicate that a teacher's perceptions of students can influence their teaching. In 1968, * Robert Rosenthal and Lenore Jacobson published a famous study, Pygmalion in the Classroom, which had profound effects upon the practice of teaching. In their study, they provided teachers in an elementary school with undocumented information about several students in their classes. The researchers actually told these teachers the names of specific students who were given a test prior to school which revealed that they were “late bloomers”. Moreover, the teachers were told that they should expect these designated students to make significant academic gains during the year. By the end of the year, these identified “late blooming” students did, in fact, make significant achievement gains. In the study, Rosenthal and Jacobson argued that the achievement gains were not necessarily based on the ability of their students. They posited that these gains occurred because (a) teachers believed that these designated students would do well and (b) thus were treated differently from the other students in the class. Hence teacher expectations can lead to self-fulfilling prophesies.

Although their study has been criticized by some members of the research community, other researchers like Thomas Good and Jere Brophy (1987) have found that some teachers do provide differential treatments to students based on their perceptions of a pupil’s race, class, and gender. Accordingly their research revealed the following results:

If students are perceived by their teachers to be low-achieving because of race, class or gender (as compared with students perceived by teachers to be high-achieving) these students were treated differently in the following ways:

Students perceived to be low-achievers by their teachers were:
• criticized more
• praised less
• received briefer and less informative feedback for their questions
• given less wait time
• given answers more frequently
• not selected to answer higher level questions
• given lower level questions to answer
• given more seatwork
• assigned more lower-level academic tasks to do.
• given less attention
• seated furthest away from the teacher

To mitigate against the potential harmful effects of providing differential treatments to students based on teacher perceptions of race, class and gender, equity pedagogical methods were developed.

Therefore, equity pedagogical methods are specific teacher practices that are intentionally designed to increase and vary student participation in the classroom.

In future posts we will share some of those equity pedagogical practices which enable all students to have a fair opportunity to contribute their ideas in the classroom. See

* Rosenthal, R. & Jacobson, L (1968). Pygmalion in the Classroom, NY: Holt, Rinehart & Winston.

** Good, T. & Brophy, J. (1987). Looking in the Classrooms. (Fourth Edition). NY: Harper and Row.

Richard D. Solomon, Ph.D.'s Blog

Forums to enhance Jewish education through blended learning

Posted on May 1, 2010 at 10:00pm 0 Comments

To facilitate communication amongst Jewish teachers and teacher educators on how to enhance Jewish education through blended learning see these websites:…


Why Do Students Disrupt Classroom Instruction: Summary Statement

Posted on January 29, 2010 at 7:58am 0 Comments

For many years teachers and researchers have been studying the complex problem of understanding student misbehavior in school. There is an increasing body of evidence (*Solomon & Solomon, 2008) that suggests a student’s disruptive behavior is related to three key classroom variables or conditions:

1. The negative thoughts and feelings that dwell within the student. (e.g. I’m having a miserable day, and I’m going to make certain that everyone else in class has a miserable day as… Continue

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Three, The Interpersonal Approach

Posted on January 28, 2010 at 6:59am 0 Comments

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Three, The Interpersonal Approach*

The interpersonal approach, the third dimension to understanding student disruptive behavior suggests that many youngsters naturally acquire anti-social and irresponsible behavior through rewarded peer socialization. Many of these youngsters do not have positive role models in their daily life to imitate. Therefore, the interpersonal approach advocates that… Continue

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Two, The Intrapersonal Approach

Posted on January 27, 2010 at 7:53am 0 Comments

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Two, The Intrapersonal Approach*

The intrapersonal approach, the second dimension to understanding student disruptive behavior, is quite different from the group and community building perspective. It focuses on how individual students process information, and control and manage their own cognitions, emotions and behavior. According to the intrapersonal approach, the irresponsible behavior of… Continue

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At 7:28pm on June 12, 2009, Anne Mirtschin said…
Hey, Richard, no problem at all. I still feel that I am a novice in much of all this and I never, ever forget where I came from - knowing nothing. There have been so many wonderful people who have helped me in this journey and there is still much for me to learn, so if I can skype with you or help you with videoconferencing - it will be no problem!
At 5:18pm on June 12, 2009, Anne Mirtschin said…
Hi Richard, do you really want to do videoconferencing with elluminate or are you happy to try an easier software tool first? If so, I suggest you try skype. It is so much easier to manage but only allows two different users to share a video camera. So, you can only videoconference with one other party. If you have not used skype before, you download the software for free and instead of a phone number, each user has a username. So, I am anne.mirtschin People you wish to skype with are added to your contact list and you simply click on their username and hit the green telephone button on skype to talk to them. If you wish to use the camera, just choose "call with video option" You will need a webcamera and a headset. With skype, you can txt chat, talk via a microphone and/or videoconference.
If you would really like to use elluminate, it is a much more complicated software tool, but let me know and I shall give you further help. Classroom 2.0 have webinairs using elluminate. have you joined in any of those. When in elluminate their is a video camera icon up towards the middle of the toolbar, click on that and your follow the prompts or buttons to put your camera on. There is a tools>options section, to test all before you enter elluminate.
At 9:20pm on June 11, 2009, Anne Mirtschin said…
Hello Richard, in response to your query re videoconferencing with elluminate. It can be used as a video conference. The video option can be enlarged and there can be up to 6 people with their video images projected. However, I dont know if you have to pay more for the service to have more than one video up at a time.
At 1:08am on June 7, 2009, Kewaldev said…
Thanks for adding me as your collegue
At 12:22pm on June 6, 2009, Reuven Werber said…
At 6:05am on June 5, 2009, Kewaldev said…
Greetings from Nepal
At 2:22pm on May 25, 2009, Reuven Werber said…
not so sure u have anything to learn from me. i don"t hang around here too much.
You can pick up some resources that may interest you on the MOFET JTEC Jewish Education Portal that I edit.
At 10:34am on May 25, 2009, Mark Cruthers said…
Hi Dr. Solomon,

With your work in Distance Collaboration, I recommend you take a look at Wiziq's virtual classroom and authorstream's power point presentation platform. Both are web based platforms, have a bunch of features and free basic service. Here’s a public class recording conducted by Nellie Deutsch on Technology Integration.

At 10:29am on May 25, 2009, Dennis O'Connor said…
Richard, thanks for the invitation. I share your interest in distance education.

Let me also suggest a great resource for you. Do you know Reuven Werber. I met Reuven when he took my Moodle PowerSearching class. He's an amazing thinker and one of the most Web 2.0 aware educators I know. You'll be able to find him here on Classroom 2.0. The work he's doing in Israel is phenomenal!


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