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Mrs. Toney's Classroom Edit display name

  • A.C. Reynolds High School
  • Asheville, NC
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Teaching English Language Arts is a passion for me, but learning it is not always a passion for my students. One way to engage them and make our instructional time together count is to give them constructive criticism on their performance as quickly as possible. This is sometimes a challenge in English class because reading long essays of literary analysis is time-consuming; sometimes they've forgotten their thinking by the time they see my suggestions for improvement. With our new whiteboards and markers, however, leaps in learning can be made in record time. For example, I can have students write a sentence using transition words on their boards. They circle the words and hold up their sentences--voila! I can see everyone's work in a matter of seconds to see if they've used the correct words. Feedback can be almost instantaneous, so correction--on their boards and in their minds--can occur almost as quickly. I can use this for vocabulary quick checks and 1-question quizzes, root word understanding and reading comprehension. One of the best parts about all this is that every student gets a check and some feedback. Sometimes, students who are less confident or have more reserved personalities don't get to express their thoughts during class, so I don't always get the big picture. With my whiteboards and markers, everyone gets a quick assessment, so everyone can get meaningful feedback.

About my class

Teaching English Language Arts is a passion for me, but learning it is not always a passion for my students. One way to engage them and make our instructional time together count is to give them constructive criticism on their performance as quickly as possible. This is sometimes a challenge in English class because reading long essays of literary analysis is time-consuming; sometimes they've forgotten their thinking by the time they see my suggestions for improvement. With our new whiteboards and markers, however, leaps in learning can be made in record time. For example, I can have students write a sentence using transition words on their boards. They circle the words and hold up their sentences--voila! I can see everyone's work in a matter of seconds to see if they've used the correct words. Feedback can be almost instantaneous, so correction--on their boards and in their minds--can occur almost as quickly. I can use this for vocabulary quick checks and 1-question quizzes, root word understanding and reading comprehension. One of the best parts about all this is that every student gets a check and some feedback. Sometimes, students who are less confident or have more reserved personalities don't get to express their thoughts during class, so I don't always get the big picture. With my whiteboards and markers, everyone gets a quick assessment, so everyone can get meaningful feedback.

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About my class

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