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Resources

Each One Teach One emerged from Mary Ann's 34 years of teaching experience and is grounded in a few powerful professional resources.

It's all for our kids

My Call to Action

If it's possible to identify by age 3 that a child will struggle in 3rd grade, can't we commit to making sure that doesn't happen?

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Theory of Teaching and Learning that Underlies Each One Teach One

Vygotsky's “Zone of Proximal Development” taught me to always lead children's development so I never leave them at the same level of understanding as when they came for their lesson. In Each One Teach One lessons, we quickly find out what the child already knows and teach them new words.

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Need for Repetition

In our classrooms, we often move at too quick a pace for students to understand the new learning. I learned about the extraordinary number of repetitions required for new learning and the power in their accomplishment by studying Shinichi Suzuki's method for teaching violin to young children.

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Previous Books Co-authored by Mary Ann Bash

Early in my teaching career, I used the work of Lev Vygotsky (above) and Donald Meichenbaum to develop a language-based intervention for impulsive and aggressive children. The curriculum taught primary age children to use self-talk to help them focus their attention and to become more deliberate in both academic tasks and in social situations. The technique produced such positive results for children that classroom teachers asked for curriculum to use with whole classrooms of children.

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Other Interesting Vocabulary and Language Resources

I like to use Isabel Beck, et. al.'s concept of Tier 2 words when I explain Each One Teach One. I use the data from Gilkerson and Richards' work to provide a revised estimate of the gap between children whose homes provide lots of language and those where language interactions are much more limited. The Peabody Picture Vocabulary Test is one of several measures I use to monitor students' growth.

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