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Thursday, April 23, 2020

Menachem Moscovitz- 5 Signs you are a Superhero Teacher

“It is the supreme art of the teacher to awaken the joy in creative expression and knowledge.”- Albert Einstein
A teacher plays a salient role in a student's growing years and even after that. What a kid learns and the kind of warmth he gets from his/her teachers stays forever. We can’t say it enough, teachers are like superheroes. Menachem Moscovitz believes a good teacher can shape the future of a child into a bright one. 
Menachem Moscovitz

A superhero teacher is not someone who wears a cap. They live among us…work among us and never complain. Menachem Moscovitz brings you some qualities/signs that make you a superhero teacher, check them out to know if you made the list:

1. You Inspire Others to be a Teacher

People look for inspiration to do more; they look for exceptional cases among strangers or people around them. A great teacher would be able to inspire others to follow this kind of profession by showing the real picture of its benefits. Lots of students end up being a teacher because of their favorite teachers who motivated them in one way or another.

2. A Good Teacher is Involved and Available

Menachem Moscovitz believes that being involved in your students takes a lot out of your daily routine. And if a teacher is willing to make the time of their busy schedule for a student or parent he/ she is dedicated and involved. 
Menachem Moscovitz

Things you can do to become more involved;
  • After school programs,
  • Home tutoring,
  • Coach Sports team.
3. Maintaining the Balance
A fine balance between teaching and listening is a quality that teachers should have. A great teacher listens to his or her student inquiries, questions, and doubts patiently. Listening also gives an appropriate answer and makes sure the kid gets his/her doubt cleared. This activity helps students to form their own opinion and way of thinking. 
Menachem Moscovitz

4. Students Love Being Around You

When groups of students approach you from time to time to ask questions or put up a silly request, it means they adore you and are comfortable around your presence. Even after the break if they hang around you then it is a sure sign they get inspiration from you and want to learn under your observance. 

5. Listen to Students

Everybody loves to talk and wants to be heard but only a good teacher listens to his/her students, says Menachem Moscovitz. Listening is tough; you must have enough patience and ability to read between the lines. 
Menachem Moscovitz

A teacher can command a classroom full of students easily yet impact can be made by those who have a knack for listening. The teacher who has the caliber to listen to his students’ fears and hopes can evolve from an ordinary teacher to a great one.
Conclusion: Menachem Moscovitz always finds ways through which he can improve and make the world a better place. He believes in the power of teaching and hopes to make a difference in thousands of student’s lives.

Thursday, April 16, 2020

Menachem Moscovitz: Books Every Teacher Should Read

1. Teaching What Matters Most by Richard W. Strong, Harvey F. Silver, Matthew J. Perini

This book offers mainly four standards for what you should a teacher prioritizes in a classroom: Rigor, Thought, Diversity, and Authenticity. It defines each and offers helpful rubrics to begin measuring how each standard does or does not function in your classroom.
Menachem Moscovitz

2. What Are People For? By Wendell Berry
What Really Are People For? is a collection of some great written essays by Berry that gives an attempt to clarify what the title sounds like it might–what does it mean to be human, and how can we best relate to the world around us. This isn’t a teaching book, but a human book, and is great to read in small sections at a time.

3. Essential Question: Opening Doors by Grant Wiggins & Jay McTighe

Whether you would choose this book or any other Understanding by Design resource, you’re going to get a focus on understanding, and how to promote it through the intentional backward design of learning experiences.

4. Developing Minds by Art Costa
This book resource is a collection of short essays/chapters that explore various strands of how people think, and how to better teach it. Chapters include Teaching Thinking in Science, Teaching for Transfer, Making Thinking Visible, and what is Problem-Solving?
Menachem Moscovitz

5. Uncle Tungsten by Oliver Sacks

While this is not a book about formal education, it is an absolute treasure in examining how informal learning, passion, curiosity, and family nurture a lifelong love of learning and critical examination of our surroundings. In the autobiographical Uncle Tungsten, Oliver Sacks takes us on a journey through childhood (his personal journey) in England during WWII, going on calls with his father (a doctor), working alongside his light-bulb pioneering uncles, and more.
Menachem Moscovitz

In his writing, Sacks gingerly and unknowingly describes the perfect classroom (the world), and the perfect approach to learning (play). He also talked about deep influences from his family, and how many of them were “autodidacts” (teach themselves).

6. The Connected Educator by Sheryl Nussbaum-Beach, Lani Ritter Hall

This is how one recognized editor described this book, “Connected learning various communities are a three-pronged approach to effective professional development using the local (professional learning community), contextual (personal learning network), and global (community of practice) environments.”
Menachem Moscovitz

“Connected learners take responsibility for their own professional development. They figure out what they need to learn and then collaborate with others to construct the knowledge they need. Instead of waiting for professional learning to be organized and delivered to them, connected learners contribute, interact, share ideas, and reflect.” No need to elaborate more, says Menachem Moscovitz.

7. Why Don’t Students Like School? By Daniel Willingham

Menachem Moscovitz swears by this book! Willingham takes findings from cognitive science and applies them to the classroom in a direct and practical manner. A central claim the author makes in this book is that though humans are curious, we are not naturally good at thinking and can only truly think about the things we know