“I can’t do this,” I whispered to myself as I stared at my reflection in the old, bulky television strapped down on a sagging, metal cart.
I was holding a tattered VHS tape. It had been eaten and regurgitated countless times by the VCR, which was
Sometimes it's not until after we coach and teach that the “Aha” moment hits us. The other day, a wonderful teacher, Sue Smith, and I were sitting on the windowsill in her classroom, casually debriefing about how the lesson had gone. Sue said something in
Even on the very best of days we have a variety of learners with various levels of engagement in our classrooms. We may find a student who notices each tick of the clock and agonizes over every second. This type of student may comply with
Does this statement ring true in your school? “Many students are aware of the issues in the world around them, possibly feeling inspired, curious, confused, or scared.” (Teaching the Whole Teen, p. 153).
If that statement sounds on target, your school is not unusual. Young people
Benjamin Franklin is often incorrectly attributed as the genius behind the following ancient Chinese proverb:
“Tell me and I forget. Teach me and I remember. Involve me and I learn.”
While the sentiments of those simple sentences may seem to be plain old common sense, the depth
We’re keeping close tabs on national news around the Every Student Succeeds Act as well as ESSA news from the eight most populous states in the union: CA, TX, FL, NY, IL, PA, OH, and GA. Our hope is that these brief updates will help
Contributed by John Almarode
Several weeks ago, a colleague and friend of mine emailed me the following observations about his students:
The students don’t want to think anymore.
Nowadays students are just looking for the correct answer.
When I ask them to think critically, all I get are superficial
Part 1 of 8 part series
In their work, Student Voice: The Instrument of Change (Corwin Press, 2014), Dr.’s Russ Quaglia and Michael Corso use their aspirations framework™ to describe four types of students: Hibernating, Perspiring, Imagining, and Aspiring. This series will help schools first identify
Stonefields School is a newly established school in Auckland, New Zealand. It opened its doors to a richly diverse and multicultural group of learners in February 2011 and has embraced a future-focused approach to learning. The school has been fortunate to begin from scratch—to embrace