My dad told me once, the mark of a good manager is how well things run when he’s not there. This thought helped guide my teaching life for over 30 years, but it has never been more tested than now, in the time of Covid-19. If
Most of us have experienced the content-area literacy movement through across-the-discipline strategies, often identified by acronyms or clever titles such as “Chunking the Text.” Secondary teachers, however, soon became strategy-fatigued, overwhelmed with what many perceived as a singular strategy to turn them into teachers of
A few years ago, I took the Writing for Children and Teens course through the Institute for Writers. There were nine modules in the course, covering everything from “How to Write Effective Description” to “Revising For a Different Readership Age.” Each module ended with a
In a recent trip to western Maine, my family sat mesmerized by the glorious visits of a group of hummingbirds to our home in the woods. Visit after visit, each little jewel-colored shimmering bird, eating from the jar of nectar or hovering to look us
We all know these writers: they may sit and stare at the blank page for ages, visit the bathroom for most of writing time, distract others, and even shed tears when asked to write. These are the dormant writers who keep us up at night
I want you to stop covering material, stop covering standards, stop covering a lesson. Instead, I want you to dig deep, to create learning environments where your students read, and think, and question, and write. I never became a teacher in order to cover curriculum.