June 29, 20143 comments
Latest Blog Posts
June 29, 201411 comments
by Ariel Sacks
CONCEPT: Just like in whole novel studies, experience is of primary importance in the study of poetry. Too often, students receive the message in their English classes that poetry exists to be analyzed. They learn terms, strategies and complicated acronyms to remember them--all in the service of solving a “poem-problem” with, what they understand is supposed to be a clear answer. As a reader, scholar and writer of poetry, I can say with confidence that poems are not built for a formulated analysis and rarely come with clear answers! I think the vast majority of English teachers would agree with me on this; yet sometimes, in effort to reach standards and keep kids on track, common classroom methods still push students into the understanding that we read poetry to analyze and arrive at a specific outcome.
If not analysis or a specific outcome, then what characterizes the experience of poetry?
June 29, 201411 comments
The kindergartner had gotten lost and ended up in the 2nd grade wing. She looked around at all the big kids, a little bewildered but not quite scared as of yet. Then she spotted me standing outside my classroom door and her face broke into a radiant smile. She walked up to me, arms outstretched, and gave me a hug.
That little girl had no idea who I was. But she knew I was a teacher, and in her a mind a teacher is someone you can trust to take care of you.
That trust is a gift. Earning it lies at the heart of our profession.
June 26, 20144 comments
by Rod Powell
I love the French language. It has so many phrases and words that seem to capture moments in ways that English can’t. C’est l’avie, Je varrais, L’etat c’est moi (Louis XIV references—forgive me, I’m a history teacher). They all have deeper meanings than my North Carolina dialect can conjure up.
But there’s one French word in particular that captures my recent experience at the National Conference of State Legislatures' “Leading the Way to Student Success” conference: rapprochement.
June 24, 20145 comments
by Mark Sandy
I recently had the opportunity to attend the Oppi festival in Helsinki, Finland with several colleagues from the U.S. education community. Our mission: find out what makes the Finnish school system so effective and explore what practices might be adapted for our schools back home.
During our time in Finland, we got the chance to visit several schools and speak to students, teachers, and administrators about their experiences. After the trip, the phrase that resonated most in my thoughts was: “Relationships are key.”
June 24, 20143 comments
Later this week I will be presenting a workshop at Asia Society's Global Learning annual conference in Brooklyn, New York. Asia Society is also behind the Global Cities Education Network (GCEN).
June 23, 201426 comments
by Sandy Merz
The title of teacher is sacred and means that you're teaching on a regular basis. - Lori Nazareno
June 22, 201422 comments
Teachers and legislators have plenty of first dates. What we need is more marriages.
We've all experienced those one-off meetings that are a trading of monologues rather than true dialogue. Lawmakers deliver pre-crafted talking points, teachers speak truth to power without worrying whether power listens; meeting adjourned. Last week I experienced a welcome exception to that script, when five teachers from CTQ met with 30 Education Chairs for two days of debate, dialogue, and a shattering of stereotypes.
June 22, 20140 comments
by Renee Moore
One of the very first blog posts I ever wrote at TeachMoore was about how I tried to build a network of adult support for student learning for my students. In, "If Not a Village, At Least an Elder," I noted:
June 22, 20143 comments
This post appears as part of a new metablogging series from CTQ bloggers f