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Journal Entry: 3/29/13
This is one of those moments where I have so much on my mind, that I don't know what to write about. So I'm just going to level with you:
I've dreamt of a hybrid role that allows me to teach part time and lead part time. Here, for example, was my birthday wish a few years ago...
I was reading through some of my favorite bloggers' posts of last month, which I missed and came across this powerful and troubling post by Renee Moore, Lessons From My Fathers. It tells the story of black men in her family, who played by society's rules and pursued their education, only to end up with low paying jobs that do not allow them to adequately support their families.
Working on my book, now titled, Whole Novels for the Whole Class: A Student Centered Approach, I found myself explaining why most of the literature I assign my 8th graders to read are works written for young adults--the YA genre.
In one of my recent posts, I described a large-scale project that I worked on with students at my school this year. Today I turn to a burning question that I have whenever I experience an exciting school initiative: is it sustainable? All of us who have worked in schools for at least a few years are familiar with the waves of innovation that come through our buildings and districts every one to three years.
It’s amazing how some things just fall into place. My students and I just held our 3rd Annual World Water Week festival at our school last month. This year, we chose the theme of sanitation and health with a focus on the world’s toilet crisis. It’s a taboo topic that grosses most people out.
Last year, I participated in a book study with my colleagues. We read Educating for Global Competence: Preparing our Youth to Engage the World by Veronica Boix Mansilla and Anthony Jackson. The book was filled with exciting student projects, many of them interdisciplinary in nature, from schools around the world.
Have you ever wondered how a teacher in Singapore or New Zealand might approach a concept that you also teach in your classroom? Where would you go to find an international colleague who might want to engage in a serious conversation about pedagogy or education policy?
A virtual global network of teachers could open the door to new perspectives on teaching and learning and to solutions-oriented professional collaboration. But it could also create space to practice the same global competencies that we as 21st century teachers, aim to teach our students.
Are you tired of hearing about how great Finland’s education system is? Everywhere you look, it’s Finland, Finland, and more Finland. Even CTQ bloggers can’t get enough.
In a previous post, I mentioned my trip to Brazil last summer as part of the Teachers for Global Classrooms (TGC) Program. Last month I traveled to DC for a culminating symposium for TGC participants. It gave me a chance to reflect on my experience abroad.
I arrived to Brazil with an essential question that I had developed as part of my fellowship: how does the structure of the Brazilian education system impact the teaching profession?