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

Forums to enhance Jewish education through blended learning

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

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Added by Richard D. Solomon, Ph.D. on May 1, 2010 at 10:00pm — No Comments

Dr. Paul A. Flexner's Review of Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond in Jewish Book World, the Quarterly of the Jewish Book Council

Added by Richard D. Solomon, Ph.D. on February 19, 2010 at 4:00pm — 1 Comment

Why Do Students Disrupt Classroom Instruction: Summary Statement

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

Added by Richard D. Solomon, Ph.D. on January 29, 2010 at 7:58am — No Comments

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

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

Added by Richard D. Solomon, Ph.D. on January 28, 2010 at 6:59am — No Comments

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

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

Added by Richard D. Solomon, Ph.D. on January 27, 2010 at 7:53am — No Comments

A Three-Dimensional Model for Understanding Student Disruptive Behavior in the Classroom; Part One: The Group and Community Building Dimension

Dimension One: The Group and Community Building Approach to Understanding Student Disruptive Behavior*

Many of our public and private schools are under siege with our students and teachers fearing for their safety and security. It seems each day we learn about new acts of violence, vandalism, sexual harassment and drug dealing that are occurring within some of our public and private educational institutions. In response to this new form of domestic school terrorism, some of… Continue

Added by Richard D. Solomon, Ph.D. on January 26, 2010 at 8:39am — No Comments

Listen to the Podcast in which Richard Solomon Explains the New 8 Stage Career Development Ladder for Jewish Educators

Listen to the recent podcast of Richard Solomon explaining the new eight stage career development ladder to recruit, develop, promote and retain exceptional Jewish educators and leaders for our day and supplemental schools. Here is the web address of the podcast:

http://www.pjll.org/aimages/RSolomon_-_Training_Jewish_Educators.lite_1257345615.mp3

Also take a… Continue

Added by Richard D. Solomon, Ph.D. on October 27, 2009 at 4:00pm — 1 Comment

What are the Major Differences Between the Teacher-Directed and Student-Engaged Models of Teaching?

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinical best practices. Accordingly, our mentees should know some of the major differences between student-engaged and teacher-directed models of teaching.

Some Major Differences Between the Student-Engaged and the Teacher-Directed Models of Teaching

The Student-Engaged Model of Teaching

Teacher structures many opportunities for students to… Continue

Added by Richard D. Solomon, Ph.D. on October 14, 2009 at 8:08am — No Comments

Rabbi Robert Abramson, USCJ Director of the Department of Education Reviews Toolbox for Teachers

Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond, A Review by Rabbi Robert Abramson, Director, Department of Education United Synagogue of Conservative Judaism

This book can make a difference.

For quite some time, some supplementary schools have engaged teens as teaching assistants in a variety of ways and some material was… Continue

Added by Richard D. Solomon, Ph.D. on September 4, 2009 at 9:38am — No Comments

New Sources Added to Web-Based Sources and Print References on Mentoring Jewish Students and Teachers on September 2, 2009

Shalom Colleagues and Friends,

This is a collaborative post. We invite you to submit web-based and print references on mentoring Jewish students and teachers. We want this listing to be as complete and helpful to our readers as possible.

List of Web-based References

http://www.avi-chai.org/Static/Binaries/Publications/Experience%20Speaks_0.pdf Read Godsoe, Bethany et al. (2007) Experience Speaks: The Impact of Mentoring in the Classroom and Beyond. NY: AVI… Continue

Added by Richard D. Solomon, Ph.D. on September 2, 2009 at 5:43am — No Comments

What Judiac Knowledge Should be Taught in our Day and Supplemental Schools?

According to *Wiggins and McTighe (1998) in order to decide what (Judaic) knowledge should be taught in school, the following three categories or priorities of knowledge should be determined.

First priority: Knowledge that is enduring. essential information that students must know.

Second priority: Knowledge that is important, but not essential for students to know.

Third priority: Knowledge with which students should be… Continue

Added by Richard D. Solomon, Ph.D. on August 31, 2009 at 5:28am — No Comments

Wendy Light, National Education Consultant, USCJ Praises Toolbox for Teachers Wendy Light, National Education Consultant, USCJ Praises Toolbox for Teachers

More Praise for Important New Publication:

Wendy Light, National Education Consultant, United Synagogue of Conservative Judaism writes:

We all agree that there is a significant demand for qualified teachers in Jewish day schools and congregational schools. There is concern as to where the next generation of Jewish educators will come from. Dr. Richard and Elaine Solomon have sensitively addressed this challenge in their new book, just released, and entitled… Continue

Added by Richard D. Solomon, Ph.D. on August 30, 2009 at 10:52am — No Comments

Rabbi Dr. Moshe P. Weisblum, author of Ruth Talk, and Table Talk: Biblical Questions and Answers Endorses Toolbox for Teachers

Rabbi Dr. Moshe P.Weisblum, spiritual leader of congregation Kneseth Israel, Annapolis, Maryland and author of Ruth Talk and Table Talk:Biblical Questions and Answers offers this endorsement of Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond.

"One of the best books on the subject...offering hope and help, this groundbreaking book is an ideal source for the transitions that… Continue

Added by Richard D. Solomon, Ph.D. on August 30, 2009 at 10:48am — No Comments

What is the Relationship Among These Structures: A Congregation of Life-Long Learners, a Jewish Professional Learning Community (JPLC) and a Jewish Community of Cooperative Learners?

The ideal educational setting in which to be a mentor teacher is within a congregation that is committed to life-long learning, a school that is a Jewish professional learning and within a classroom that is a community of cooperative learners. Let's explore these structures and their connections more thoroughly.

A congregation of life-long learners is one that studies and lives Torah. A Jewish professional learning community is a school in which the administration, teachers and… Continue

Added by Richard D. Solomon, Ph.D. on August 28, 2009 at 7:21am — No Comments

What are the Most Pressing Problems that Preoccupy the Thinking of Novice (First Year) Teachers?

As a mentor or mentor teacher there is a body of knowledge about learning to teach that a staff developer needs to understand in order to provide constructive assistance to their mentees. Beginning with this post, we will share some of that knowledge base.

For example, when working with novice or fist year teachers it is important to understand the kinds of instructional and classroom management problems that preoccupy their thinking.

Fortunately, *Simon Veenman (1984) did… Continue

Added by Richard D. Solomon, Ph.D. on August 15, 2009 at 5:17pm — No Comments

New direct website to order Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond

Friends and Colleagues,

Here's a new web address to directly order Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond: http://toolboxforteachersandmentors.com

For those interested in reading our blog on mentoring Jewish students and teachers, here is that blog's web address:… Continue

Added by Richard D. Solomon, Ph.D. on August 13, 2009 at 7:14pm — No Comments

Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond

Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers can now be ordered by clicking on to this web address: … Continue

Added by Richard D. Solomon, Ph.D. on August 7, 2009 at 4:01pm — No Comments

Think-Pair-Share (Lyman, 1981): An Equity Pedagogical Best Practice to Increase and Vary Student Participation in the Classroom

Think-Pair-Share (Lyman, 1981): An Equity Pedagogical Best Practice to Increase and Vary Student Participation in the Classroom

This is a three-step paired cooperative procedure created by *Dr. Frank Lyman in 1981. During step one, each member individually and silently thinks about a question posed by the teacher. During the second step, two members are paired to exchange and discuss their responses. During step three, each member may share his response, his partner's response, a… Continue

Added by Richard D. Solomon, Ph.D. on August 5, 2009 at 5:00am — No Comments

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… Continue

Added by Richard D. Solomon, Ph.D. on August 4, 2009 at 6:31am — No Comments

New Resources Added to Web-Based Sources and Print References on Mentoring Jewish Students and Teachers June 22, 2009

Shalom Colleagues and Friends,

This is a collaborative post. We invite you to submit web-based and print references on mentoring Jewish students and teachers. We want this listing to be as complete and helpful to our readers as possible.

List of Web-based References

http://www.avi-chai.org/Static/Binaries/Publications/Experience%20Speaks_0.pdf Read Godsoe, Bethany et al. (2007) Experience Speaks: The Impact of Mentoring in the Classroom and Beyond. NY: AVI… Continue

Added by Richard D. Solomon, Ph.D. on June 22, 2009 at 8:30am — No Comments

Richard D. Solomon, Ph.D.'s Blog (23)

Forums to enhance Jewish education through blended learning

Dr. Paul A. Flexner's Review of Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond in Jewish Book World, the Quarterly of the Jewish Book Council

Why Do Students Disrupt Classroom Instruction: Summary Statement

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

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

A Three-Dimensional Model for Understanding Student Disruptive Behavior in the Classroom; Part One: The Group and Community Building Dimension

Listen to the Podcast in which Richard Solomon Explains the New 8 Stage Career Development Ladder for Jewish Educators

What are the Major Differences Between the Teacher-Directed and Student-Engaged Models of Teaching?

Rabbi Robert Abramson, USCJ Director of the Department of Education Reviews Toolbox for Teachers

New Sources Added to Web-Based Sources and Print References on Mentoring Jewish Students and Teachers on September 2, 2009

What Judiac Knowledge Should be Taught in our Day and Supplemental Schools?

Wendy Light, National Education Consultant, USCJ Praises Toolbox for Teachers Wendy Light, National Education Consultant, USCJ Praises Toolbox for Teachers

Rabbi Dr. Moshe P. Weisblum, author of Ruth Talk, and Table Talk: Biblical Questions and Answers Endorses Toolbox for Teachers

What is the Relationship Among These Structures: A Congregation of Life-Long Learners, a Jewish Professional Learning Community (JPLC) and a Jewish Community of Cooperative Learners?

What are the Most Pressing Problems that Preoccupy the Thinking of Novice (First Year) Teachers?

New direct website to order Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond

Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond

Think-Pair-Share (Lyman, 1981): An Equity Pedagogical Best Practice to Increase and Vary Student Participation in the Classroom

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

New Resources Added to Web-Based Sources and Print References on Mentoring Jewish Students and Teachers June 22, 2009

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