fuckyeahlitshit:godiseven:outonwestfall:theirownmagic:youcouldntaffordme:earthtoshaina:(via anditslove)
fuckyeahlitshit:godiseven:outonwestfall:theirownmagic:youcouldntaffordme:earthtoshaina:(via anditslove)
This is a brilliant piece on a cutting edge way of applying differentiation to the classroom via technology and by letting go of the curriculum a little bit. The fundamental idea is this: we know all students learn in different ways, so why do we keep trying to teach them all the same? The answer is obvious (student-to-teacher ratio, budgeting, standardized tests, etc.), but it is just as illogical as it is obvious.
Give this a read and try to give me some feedback on what this could look like in your classroom, especially if you’re not a math teacher (the article sticks to math quite a lot).
I’m a 7th-grade language arts teacher in my first year (TFA). I would love to be able to run a program like this in my classroom because it seems that it would really cater well to kids who need to making significant reading growth. If I had interactive and engaging, technology-driven programming on student laptops to challenge the kids in other groups, I would be able to hold meaningful guided-reading sessions with the lowest readers in my classes.
Teach for America has become a revolutionary force in education reform because it has taken a rigorous, scientific approach to teaching. Contrary to the mythology of the profession, successful teaching is not a matter of inspiration or credentials. In the exhaustive study of its own outcomes, Teach for America has isolated some common characteristics of good teachers: perseverance, high expectations and the constant adjustment of methods to achieve ambitious outcomes. When I expressed to one Teach for America official that I lacked the patience to teach fidgety fifth-graders, she responded, impatiently, that “our best teachers are highly impatient. They keep themselves up at night if they aren’t making progress fast enough.” In other words, they teach as if it really matters.
— Kofi Annan (via rainbowsonata) (via somethingworthy) (via teachingliteracy)
“If you get a good grade, we will get you a new bike!”
I guess parents all around the world have been using this strategy for decades, this is just common sense after all, use a reward to boost motivation.
But what if common sense was wrong?
There is a distinction to be made between…
A group of artists has been asked to lighten the faces of children depicted in a giant public mural at a Prescott school. The project’s leader says he was ordered to lighten the skin tone after complaints about the children’s ethnicity ….
Read more at Wonkette: http://wonkette.com/415809/arizona-school-demands-black-latino-students-faces-on-mural-be-changed-to-white#ixzz0q52Xo5Aa
It’s a harsh reality that some students in this country receive a rich, challenging curriculum that allows them to perform consistently well on tests and other evaluations, while other children—particularly the children of the poor—are more often in schools focused on control and remediation. Ironically, many of those who insist on forcing teachers and students to spend inordinate amounts of time drilling basic skills believe they are helping “close the achievement gap.” In fact, they may actually be making it wider. Lest we forget, the purpose of all this testing is to determine what students have actually learned. The goal of education is not to produce great test takers, but to prepare tomorrow’s citizens.
Yessssss.
I discovered the complete joy and magic of listening to audiobooks in my car in November, when I was driving from Pennsylvania back to DC after Thanksgiving break. Since then, you will be hard-pressed to find me not listening to something as I make my treacherous commute across thirty miles of Capital Beltway every god-foresaken morning. Audiobooks, one might say, have changed my life. The Beltway is notorious for being disgusting when it comes to traffic, and my beloved books have made the commute bearable if not somewhat enjoyable.
Recently, I listened to Commencement by J. Courtney Sullivan. This novel details the collegiate and post-collegiate lives of four Smith College graduates. A few parts of the book recount the women going back to their alma mater, and, of course, feeling as though they have outgrown the campus at the ages of 25 or 26. This made me think about how completely different the experience of attending a city college is in comparison to a small college like Smith. I wonder if I will ever feel as though I have gotten too old for DC because Washington was my college campus. Will I feel too old to go to a Georgetown restaurant or a bar in Adams Morgan because I did those things in college?
It’s interesting how, a year after my own commencement, we already intend to avoid certain areas of DC because those are where the college kids go, yet plenty of people who are not college kids frequent or even live in those places. It is merely the fact that we went there as college kids that gives us this idea, and yet we all still feel just a bit wrong ending up at a bar we went to while we were in school. Of course, we do wind up in those places regardless, but sometimes I feel like a 40 year old man retelling everyone the story of how he almost won the state high school football championship senior year.
And now I will get ready to go out and try to avoid winding up anywhere in the general vicinity of FB, probably with limited success.
In order to prevent students from skipping school, misbehaving, or leaving school altogether, we need to know why these problems are happening in the first place. I submit that the root cause of all three of these problems, and many others, is weak literacy. Therefore, when Arne Duncan talks about “turnaround schools,” what I hear is “schools that are populated by students who struggle when it comes to reading.”
Thank goodness for this article. I was observed right before state testing (I teach 7th grade ELA), and my principal commented that she was surprised at how much my students struggled with basic fluency. To me, this is the most basic of all issues and should come as no surprise in a failing school. I am convinced that if my students could comprehend grade-level text, they would be testing proficient on at least the MSA reading exam. Shoving standards down their throats puts a band-aid over the real problem. Before students can do anything, they need to be able to read on or close to grade-level.
Write Your Self (by renmeleon)
1. You Are Different and That’s Bad
2. The Boy Who Died From Eating All His Vegetables
3. Dad’s New...
I am a frog
I live under a spell
I live at the bottom
Of a green well
And here I must wait
Until a maiden places...
gpoyw: seal in the sunlit.
yin yoga is so delicious.