Like our friends Hilda Dyon and Emily Style, Ed Philosophy wants in on the action!
Seriously--please use this space and this week to practice articulating some of the cornerstones of educational philosophy, your "stance" as a teacher. Do you consider yourself an activist teacher? Do you consider yourself a guardian of literary culture? Do you see your role as an English teacher as one who invites students to actively negotiate culture and wrestle with issues of humanity, identity and self? Do you see yourself as a teacher of texts?
WHO ARE YOU AS A TEACHER?
WHAT DO YOU STAND FOR?
WHAT DO YOU STAND AGAINST?
Please share with us your thoughts as they begin to crystallize. Thanks.
Wednesday, October 27, 2010
Tuesday, October 19, 2010
Deep learning.
I am intrigued by your discussion this week about covering material, getting through things, taking too much time to get through text. As teachers we are always fighting against the tyranny of time. And...
Our content is overwhelming.
So, you have to pick and choose what to focus on because teaching and learning needs to be deeper rather than broader to have an impact. I don't remember all those science quizzes I crammed for in eighth grade but I remember my violin lessons, which I had every week for 13 years. Equally, I don't remember the Regents exams I took (in New York) but I do remember making a solar oven and cooking a hotdog in it, on the playground, as part of my 5th grade science project.
Deep learning. Pick fewer concepts; select fewer scenes to read; cut down on the steady stream of content so that you can teach deeper. (This is one of the things that is so restrictive about pacing guides, like those they've adopted in Providence; the guide sets the pace, not the teacher.) One of your last precious powers as a teacher (except in Providence) is to set the pace of learning in your classroom. When students are disengaged (or over-engaged in the wrong activities)...slow it down and deepen it.
Sometimes you have to completely stop the bus, make everyone get off, and then ask them all to re-board--some concrete action to symbolize a new beginning. So, select what matters--for them and to you--and concentrate on doing that really, really well.
Critical questions for you, my reflective teachers. Please respond to one or more of these questions in your writing this week--see where the question takes you.
-Is it important to read every single word of a book or play? Can some scenes be summarized so that you can take longer on the more important ones? Where can you be economical without sacrificing your instruction?
-One of the most important parts of teaching is to get the students to "buy in." How are you going to get them to buy what you're selling? If "wow-ing" them isn't working, what other methods might you try?
-Is it important that your students are happy? Is that the same thing as having fun?
-Is it important that you are happy when you are teaching and working? What moves do you make to ensure your happiness as a teacher?
Our content is overwhelming.
So, you have to pick and choose what to focus on because teaching and learning needs to be deeper rather than broader to have an impact. I don't remember all those science quizzes I crammed for in eighth grade but I remember my violin lessons, which I had every week for 13 years. Equally, I don't remember the Regents exams I took (in New York) but I do remember making a solar oven and cooking a hotdog in it, on the playground, as part of my 5th grade science project.
Deep learning. Pick fewer concepts; select fewer scenes to read; cut down on the steady stream of content so that you can teach deeper. (This is one of the things that is so restrictive about pacing guides, like those they've adopted in Providence; the guide sets the pace, not the teacher.) One of your last precious powers as a teacher (except in Providence) is to set the pace of learning in your classroom. When students are disengaged (or over-engaged in the wrong activities)...slow it down and deepen it.
Sometimes you have to completely stop the bus, make everyone get off, and then ask them all to re-board--some concrete action to symbolize a new beginning. So, select what matters--for them and to you--and concentrate on doing that really, really well.
Critical questions for you, my reflective teachers. Please respond to one or more of these questions in your writing this week--see where the question takes you.
-Is it important to read every single word of a book or play? Can some scenes be summarized so that you can take longer on the more important ones? Where can you be economical without sacrificing your instruction?
-One of the most important parts of teaching is to get the students to "buy in." How are you going to get them to buy what you're selling? If "wow-ing" them isn't working, what other methods might you try?
-Is it important that your students are happy? Is that the same thing as having fun?
-Is it important that you are happy when you are teaching and working? What moves do you make to ensure your happiness as a teacher?
Friday, October 15, 2010
It's Midterm; It's Your Turn
We've nearly hit the mid-way point on this crazy ride. I'm glad to know you're all hanging in there.
This week, I want to know: What is on your mind as you round the bend and head into the second half of student teaching?
Here's what is on my mind after the last couple days of observing you and conversing with you:
1. You will find your voice when you get pissed off enough to conjure it. Your students will help you find your "line."
2. Seeing other teachers teach is empowering, refreshing, and intellectually nutritious.
3. Collaboration (with people you like and admire) generates energy and renews enthusiasm for teaching.
4. You should build time to reflect into your day--in the car, in the shower, at the gym, in your quiet classroom after school.
5. Community is an essential part of a school--feeling it, seeing it, knowing it's there as a safety net, as a framework for learning.
Can't wait to read what you share with us.
This week, I want to know: What is on your mind as you round the bend and head into the second half of student teaching?
Here's what is on my mind after the last couple days of observing you and conversing with you:
1. You will find your voice when you get pissed off enough to conjure it. Your students will help you find your "line."
2. Seeing other teachers teach is empowering, refreshing, and intellectually nutritious.
3. Collaboration (with people you like and admire) generates energy and renews enthusiasm for teaching.
4. You should build time to reflect into your day--in the car, in the shower, at the gym, in your quiet classroom after school.
5. Community is an essential part of a school--feeling it, seeing it, knowing it's there as a safety net, as a framework for learning.
Can't wait to read what you share with us.
Wednesday, October 6, 2010
"Is our children learning?"
Most of you may know that the title of this week's thread comes from the tomes of grammatical missteps that our former President made during his illustrious time in office. Long live mediocracy!
Anyway, grammatical mistakes of past presidents aside, the topic this week is about your students and about how they demonstrate to you that they are taking away ideas or skills from your classroom practice. How do you know they are learning anything from what you are teaching?
For this week's post, I'd like you to tell a classroom story about a moment when you KNEW students were learning (thinking, questioning, "getting it") in your class. In your story, please be specific, writing with the eye of a careful (full-of-care) teacher who pays attention to nuance and classroom dynamics. What happened to allow you to "see" this learning moment? How did you know?
Looking forward to peeking into your practice through the portal of these stories.
Anyway, grammatical mistakes of past presidents aside, the topic this week is about your students and about how they demonstrate to you that they are taking away ideas or skills from your classroom practice. How do you know they are learning anything from what you are teaching?
For this week's post, I'd like you to tell a classroom story about a moment when you KNEW students were learning (thinking, questioning, "getting it") in your class. In your story, please be specific, writing with the eye of a careful (full-of-care) teacher who pays attention to nuance and classroom dynamics. What happened to allow you to "see" this learning moment? How did you know?
Looking forward to peeking into your practice through the portal of these stories.
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