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This post was orginally published on Ed News Colorado
On day three of an eight-day enrichment session, a student's words sent chills down my spine. He inhaled deeply, stretched his arms high above his head, and sighed as he said, "I love working in a small group. I wish school was like this all of the time."
If you don't think class size matters, ask a sixth grader. Or a kindergartner. Or a senior.
This post was originally published on Ed News Colorado
No disrespect to the pencil drawings, the scented candles, or the homemade sweets that land on my desk this time of year, but all I really want for Christmas is a substitute teacher. One who will love my students as much as I do on days I can't be there with them.
Joy is proof that teacher wishes do come true.
Dear Students,
This week Americans will gather together and give thanks. Somewhere between the parade and the pumpkin pie, we will pause and appreciate all of the things we tend to take for granted.
Recently, a teacher friend posted this on Facebook: “Teachers – we’re not in it for the income, we’re in it for the outcome.”
After a long, hard week, it was just the sort of cliché I needed to read, “like,” and re-post. I needed to remind myself of my purpose in this complex profession.
What are the "fork-issues" that cause us to avoid real and authentic conversation in schools?
I have been working on building my educational writing portfolio for over a year now and am struck by how ed policy ebbs and flows. When I was asked to come up with a title to identify my blog-identity, I realized that the best way to describe myself as a teacher was to think about what it means to teach in the present tense.
Common Core – a unifying force or another educational policy hoop to jump through?
In the current season of testing and budget negotiations, the voice of reason often seems to get lost in the din of passionate appeals from opposing forces. There are debates on classroom conditions, instructional and assessment practice, and general structure or design of the schooling experience. As is typically my bias, I believe that the root of many of these problems is how far outside of the classroom we are seeking solutions.
The Common Core suggests many changes to instructional practice, but we can’t look at fiction and non-fiction as separate ingredients that need to be consumed in isolation. Instead we need to experiment with various blends to find strategies that will work.
This post originally published on ednewscolorado.com.
Early in my teaching career, a parent responded negatively to , Johnny Got His Gun, by Dalton Trumbo, a WWI novel read by my class.
Blogs
The Implementing Common Core Standards (ICCS) team blogs about best practices for integrating common core standards into the classroom.
The TeacherSolutions 2030 team blogs about improving the teaching profession between now and the year 2030.
Megan M. Allen is a National Board Certified Teacher and the 2010 Florida Teacher of the Year. She is a proud fifth-grade teacher in Tampa and a 2012-13 CTQ teacherpreneur.
Barnett Berry is the Founder and President of the Center for Teaching Quality (CTQ), Inc., based in Carrboro, NC. CTQ seeks to dramatically improve student learning by advancing teaching as a 21st-century, results-oriented profession. He wrote TEACHING 2030 with 12 accomplished teachers.
Dan Brown is a teacher and the author of The Great Expectations School: A Rookie Year in the New Blackboard Jungle. His writing has also appeared in The Boston Globe, The New York Daily News, The New York Post, and Education Week. He is a co-author of TEACHING 2030.
Jessica Cuthbertson is a teacherpreneur who divides her time between teaching 6th-grade literacy in Aurora, CO, and supporting teacher leadership through the Denver New Millennium Initiative.
Bill Ferriter teaches 6th grade language arts in North Carolina, where he was named a Regional Teacher of the Year for 2005-2006.
John Holland is an artist, a teacher, a writer, and an innovator. After 12 years as a preschool teacher, John began working at Early Head Start/Head Start Program as a child development specialist. He is a co-author of TEACHING 2030.
Jessica Keigan is a secondary language arts teacher at Horizon High School in Thornton, CO, and a teacher leader for the Denver New Millennium Initiative.
Ryan Kinser is a 6th grade English teacher in Hillsborough County, Florida. After a career in television production, Ryan taught in urban Washington as a D.C. Teaching Fellow. He is a member of the Hillsborough New Millennium Initiative.
Renee Moore has taught English and journalism for 20 years in the Mississippi Delta region at both high school and community college levels. She is National Board Certified, a former state Teacher of the Year, and a co-author of TEACHING 2030.
Dave Orphal is a teacher in Oakland, CA. Dave serves as a veteran teacher leader for the Bay Area New Millennium Initiative and works with the California Teachers Association's Institute for Teaching.
Ariel Sacks teaches eighth grade English at a middle school in Brooklyn, NY. She has published articles about her work in Teacher Magazine and is a co-author of TEACHING 2030.
Mark Sass has taught public high school for 18 years and has been involved in various leadership positions and policy discussions in Colorado. Mark is a member of the inaugural Aspen Teacher Leader Fellows.
In addition to our regular transformED bloggers, we frequently feature guest posts written by teachers involved in CTQ communities. We welcome teachers to share their reflections and expertise on transformED.
Jose Vilson is a math teacher, coach, and data analyst for a middle school in the Inwood/Washington Heights neighborhood of New York City. He is a co-author of TEACHING 2030.
Noah Zeichner is a National Board Certified Teacher in Seattle. He currently serves in a hybrid teaching role, dividing his time between teaching social studies and supporting CTQ's global teacher leadership initiatives.
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