The Habit of Making Decisions
IEW’s approach to writing instruction trains students to ask questions, and it creates decision-makers. As they work through the structural models, students grow in their competence and their confidence in making decisions. Let’s... read more
Three Signs of Student Engagement
When IEW’s educational consultants talk with teachers who use our method, we always look forward to asking the question, “What surprises you the most?” Regularly the answer has something to do with how... read more
How to Think
Last week we asked the question, "Can you trust the system?" Is it worth following the order of the structural models as taught in the IEW syllabus? Over the next few weeks, we... read more
Can you trust the system?
If you have been searching our forum or calling our coaches for help, you have probably heard the advice, “Trust the system.” When you first begin learning the Structure and Style™ approach, it... read more
Fazed by the Primary Phases?
Primary teachers know all too well that children do not enter school at the same readiness level. Just as a child talks and walks when he is ready, the same is true for... read more
Adam Bautista's Story
How IEW built confidence, competence, and an engaging culture in a 4th-grade classroom Mr. Adam Bautista is a 4th-grade teacher who participated in a field study of IEW methodology at Berwyn North School District in Berwyn,... read more
Three Ways Our Students Grow in Their Writing Skills
It’s best to think of language acquisition as a journey, and every student is somewhere on the path. Our goal for our students is not perfection; our goal is progress. We want to... read more
The Rationale Behind “-ly” Adverbs
Question: I'd like to know your rationale for teaching the "-ly" adverb concept. In the professional writing community, adding “-ly” words is a sign of weak writing, not strong. Answer: It was Mark Twain who famously... read more
Oh, What You Can Do … in a Line! (Part 2)
Maybe you have been able to try out a few of the ideas from my previous post. When you establish the practice of asking questions when the students are in line, it is... read more
Oh, What You Can Do … in a Line! (Part 1)
Seven Things You Can Do with Your Students to Make Their Time Standing in Line Productive How will I get it all done? This is the eternal question for teachers. Think about it. If... read more
The Habit of Making Decisions
IEW’s approach to writing instruction trains students to ask questions, and it creates decision-makers. As they work through the structural models,... read more
Three Signs of Student Engagement
When IEW’s educational consultants talk with teachers who use our method, we always look forward to asking the question, “What surprises... read more
How to Think
Last week we asked the question, "Can you trust the system?" Is it worth following the order of the structural models... read more
Can you trust the system?
If you have been searching our forum or calling our coaches for help, you have probably heard the advice, “Trust the... read more
Fazed by the Primary Phases?
Primary teachers know all too well that children do not enter school at the same readiness level. Just as a child... read more
Adam Bautista's Story
How IEW built confidence, competence, and an engaging culture in a 4th-grade classroom Mr. Adam Bautista is a 4th-grade teacher who participated... read more
Three Ways Our Students Grow in Their Writing Skills
It’s best to think of language acquisition as a journey, and every student is somewhere on the path. Our goal for... read more
The Rationale Behind “-ly” Adverbs
Question: I'd like to know your rationale for teaching the "-ly" adverb concept. In the professional writing community, adding “-ly” words is... read more
Oh, What You Can Do … in a Line! (Part 2)
Maybe you have been able to try out a few of the ideas from my previous post. When you establish the... read more
Oh, What You Can Do … in a Line! (Part 1)
Seven Things You Can Do with Your Students to Make Their Time Standing in Line Productive How will I get it all... read more
