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FAQ

Teacher’s Partner is a community where teachers help teachers hone their craft. We believe teaching is an art. Those trained in it and who work everyday with real students in real classrooms are best able to teach others the craft.

We want anything that will either help a classroom run more smoothly or will help a student to learn more efficiently. We need daily lessons, unit lessons, all types of assignments, powerpoints, etc. Anything which helps you teach students is desirable.

We also want things that help classes run more smoothly. Things that help you organize student information will help other teachers.

And do not forget our live blogs and forum. We want to be a place where teachers can safely ask questions and find answers that would only be provided by fellow teachers.

Quite simply because we will pay you for it. We will pay you per unique download (whether downloaded by your fellow teachers or by your own students in our virtual classroom.)

Initially, 40 percent of the site’s total revenue will be split among the contributing teachers on a pro rata basis. Within 10 years, Teacher’s Partner will direct 80 percent of gross revenues to the teachers.


Remember the more things you upload, the more money you can earn we expect that our average submitter (100+ uploads) will have between 250,000 & 1 million downloads per year ($250-$1000).

Our site is made for teachers by teachers. Simply put, everyone on our site either is a teacher or has been one.

We will routinely check our records to insure our members still teach. If you are  retiring but wish to remain a member of our community, just let us know pf your change and we will update your information.

If you are currently retired, all it takes to join is sponsorship by another teacher. If this is not possible contact us for other options.

There are two reasons

  • Teaching is a profession, not just a job. Lawyers have the bar; doctors have the AMA. In fact, all professions except for teachers have a place in which they can talk to their peers about the issues and challenges that impact their profession.  This is important. You deserve a place in which you can discuss issues without having to worry about parents or students listening over your shoulder. (Note: We support and are fully compliant with rules regarding the confidentiality of students. Please do not use information that directly identifies a student anywhere on this site.

    1. It allows you to place a high level of confidence in our materials. If it is there, it has been “test driven” in a real classroom.

               

There are two reasons

  1. To make extra money. Retirement doesn't always reward you fully. We can help you make some extra money, just by giving us a lifetime of proven lessons and techniques.
  1. A chance to mentor young teachers. Teachers are busy, and sometimes new teachers can spend an entire school year without seeing their mentor teacher. We want to give selected retired teachers a chance to really help these newbies and get some extra cash for doing so. Apply for this program by clicking on the link for information for retired teachers.

  1. To stay in the game. It is hard to quit something you have done all your life cold turkey. Use our site to stay connected with both teachers and the business of education.

Of course! Right now we will feature 2 events early, though others will be added.

  1. Skills Challenge Contests- Print out a worksheet or prompt page and let your students test their skills in reading, writing, math, social studies or science. Teachers who submit a winning entry will receive a special prize for their class
  1. Educational Video Contests - Teachers can submit student created and acted educational videos. These can be a class project or individual (or small group) assignments.

Three grand prize winning entries will receive a pizza party and movie night for the entire school.

Watch the website under student contests for announcements.

If it is taught, we want it. From the core to electives to extracurricular; from academics to social studies to study skills. We need materials across all disciplines.

Madeline Hunter’s lesson plan template is a unusually accepted standard. It contains everything needed to make a lesson successful. Moreover, it creates a  standard for our site. All Lesson plans will look the same, so you do not have to spend a lot of time thinking about it.

Objectives are a productive knowledge statement that describe what the student is expected to be able to do when the lesson is completed. This statement should always begin with the phrase “The student is expected to…” Try to use the Bloom’s verbs to describe objectives.

Standards are your state student curriculum. They are enshrined in an official document that you store in your desk or a file cabinet and remove only when you are lesson planning

We are a national site, and many states have different standards. Allowing teachers to choose standards from their own states (from drop-down boxes) makes the lesson plans more usable “out of the box.”

Our goal is to allow you to print our lesson plans and then immediately turn it in to the principal (or whoever your district requires you to turn in the lesson plans to.)

Anything you feel is needed to teach the lesson. This can include notes, PowerPoints, worksheets, videos, etc. By adding the lesson plan number to the curricular material, it will automatically

Yes all lesson plans are assigned a unique number as above, [(*&%$# numbers initially) or SS + SNumbers for unit lesson plans.]

Teachers need to know how long they will spend teaching a lesson. For our purposes, we will assign any lesson that takes 5 days or fewer as a lesson plan. Those that take more than 5 days will use the scope and sequence chart.

Not really, but as you list the elements of the plan, make sure you note which day (from 1-5) you intend that portion of the activity to be done. For example, if you assign an essay Day i may include the anticipatory set, lecture, brainstorming, and the writing intro; Days 2 and 3 are a continuation of writing. Days 4 and 5 are peer editing and days (***) are writers conferences with the teacher. Students do find (***) as independent practice over the weekend.

To pay you. If you would like to donate a lesson or other curricular item, (****** **** ***) put “Teachers Partner’s Pal” in the field for name

Mainly to help us quickly sort lesson plans into usable categories, but it also informs teachers as to the context of the lesson.

Remember to be as specific as possible here. First list the general skill, then a specific skill. Examples; “Reading | Finding the main idea” or “Numbers and operations! Adding 2 digit numbers, end soon.

The topic tells us and other teachers, exactly what the lesson is about. The title gives you the chance to be creative and to make your lesson really stand out. Sure “The River as metaphor in Twain’s Huckleberry Finn” works as a lesson title, but “the idyll of the River: Metaphor in Huck Finn” might produce more downloads.

Start with the grade you teach. Look and decide if it will fit other levels around yours. This is not science, many grade levels blend together in fact, they all do on a continuum.)

Yes. It is important that you turn student thought toward the day lessons if it is to be effective.

Remember the goal of the anticipatory set is to (1) activate prior student knowledge or (2) build student interest in the lesson subject. You have to choose which will work best for the particular lesson.

or the particular lesson.    Some lessons are so foreign that option 2 is the only one available (for example, a science teacher introducing string theory), but even with this (admittedly) too complex example, it could be easy to build interest by talking about the nature of the universe.

The anticipatory set us a good time to ask questions since there are rarely right or wrong answers. It can be used to ease students into class discussion. This is not a passive activity for students to engage their minds, (***) their bodies.

Remember some simple rules:

  1. Keep it short. Input should take no more than half the class, but the shorter, the better (aim for 15-20 minutes).
  1. Try to work in multimedia as often as possible. PowerPoints work well, but so do videos. Occasionally, with the appropriate lessons  even still images work well.
  1. Know thy students (The 11th Commandment of teaching.) Appropriate input differs among different groups of students. Only you can make the best choice for your students.
  1. Don’t forget hands-on learners. Manipulatives work well.

It is important to show your students how to practice a skill. Students learn by hearing, seeing, and doing. Input allows them to hear the info. Modeling is the seeing part. We show our students how to think to complete the skill, so make sure you overtalk your modeling.

Check for understanding in both modeling and guided practice by asking questions that make sure your students understand both the skills and the thought processed behind them.

Guided practice allows you to walk your students through the skill. This time you can require students to think aloud rather than listening to you about it. Continue to ask questions.

It is important to close the lesson. Students need to be primed to organize the information. It is important you help them develop a framework for remembering the information.

Of course not. Use what is necessary for your lesson. We will provide a check box if the component is needed

It is what you expect the student to learn when the lesson is taught. Essentially it is the objectives and standards from the lesson plans defined. We will provide a drop down box so teachers can enter standards statements for their own state.

It is a unit lesson plan. In our case, it is any lesson (or group of lessons) that will take more than five class periods to complete.

With the exception of scope and sequence, fields work exactly like the lesson plan

It is a collection of daily lesson plans in short form. You will need to include anticipatory set, input modeling, guided practice, closure and independent practice, as necessary.

Every day should have (minimally) an anticipatory set, input and closure. Much of the rest depends on where you are at in the lesson

The best answer may be; It depends on your preference. Generally, daily lesson plans tend to be skill-based, where unit lesson plans are concept-based. In social studies, reading a map would be best covered in a lesson plan; in the U.S. Civil war would be (possibly and really long) unit.

If you expect to take more than five days to teach a simple fact-based skill, evaluate carefully for overkill.

Whatever you use in class. I hate to make a list because i don't want to accidently limit you. If it is an activity that can be completed in a classroom, we want to know about it.

Again, if you use it in class, use it here. One note: We do not particularly like True/False questions at Teacher’s Partner. We feel that their only goal is to trick students. Moreover, if students miss it.

Sure. Any worksheet can be submitted and will be stored in an organized format on our assignments page.

Do remember that you can also attach your worksheet to existing lesson plans (by using the lesson plan number.)

Probably not initially, but in our first expansion, we want to create a test bank. This test bank will be comprised of as many grade level test questions as we can find. We want teachers, with a few clicks, to be able to create customized tests for their classrooms.

With the ability to mix and match  questions from multiple topics, creating ever comprehensive course tests will be a breeze.

  1. PowerPoints
  1. Videos
  1. Photographs or other graphics
  1. Sound Files

For the most part these will be input-related materials.

All U.S. and world copyright must be followed. You maintain responsibility that you have rights to the material you post. We operate under safe harbor law.

If a copyright holder complains, we will offer to monetize his copyright or immediately remove the offending material. No exceptions. If you feel that we have removed your material in error, please provide proof that you hold the copyright to the material, and we will return it to the site.

Two Big rules 

  1. Keep it short ~ Preferably no more than 12-15 slides
  1. Keep it visual ~ No text filled pages; lots of graphics and animations.

In a word… editing. There are several good programs to provide basic photo and editing. Some are open-source, some are available online; some are free, while other are very expensive.

Soon, we will master video and audio using Diskmaker.com, to ensure a uniform quality.

Generally, they should be limited to a single page, front and back. They can be on any topic, but work best for referend or summary materials.

We plan to have a large repository of standardized test materials that will be organized by state in their section. This section will also contain state standards for each state.

We need volunteers to upload all state standards for a small fee. Apply in this section.

There are several types of forms we need. Secting charts, greek forms, any checked tools that make it easier to manage your classroom.

All kinds for graph paper to paragraph organizers to timelines. We want everything that will help the students organize in an efficient manner.

We want information on study skills and critical reasoning. We will need information on note-taking skills, test-taking skills, and others.

Icebreakers are exercises at the beginning of school or a new semester. They enable teachers to get to know their students and encourage students to engage in discussion. Put all first-days-of-schools activities here.

Puzzles, coloring pages, trivia, riddles, brain teasers. All those class activities that are useful for down time or even extra credit assignments. Be creative here.