teaching

Shame is no rallying cry

Teacher guilt is a compelling topic and it’s found its way into Emily Hanford’s reporting more than once. In Hard Words: After learning about the reading science, these teachers were full of regret. “I feel horrible guilt,” said Ibarra, who’s been a teacher for 15 years. “I thought, ‘All these years, all these students,’” said Bosak, who’s been teaching for 26 years. To help assuage that guilt, the Bethlehem school

It’s Not Enough to Know Better

Just as the school year began, Natalie Wexler’s Knowledge Gap and Emily Hanford’s At a Loss for Words shook the ground under Balanced Literacy. Optimists might assume that classroom instruction will be transformed as a result of these powerful publications, but if a teacher in my district heard the research and wanted to change her practice, she’d face a series of barriers.  Barrier: Formal Evaluation The school year began with

There’s Comfort In Being Wrong

Teacher (in a panic): “It can’t be wrong.” Me (softly): “Why not?” Teacher: “Because if it’s wrong and I’ve been doing it for years, then what does that mean for the kids?” Me: “I know, but another teacher said to me, ‘What about the kids we haven’t had yet?’” To consider that we may be wrong is scary. In her TedTalk, On Being Wrong (https://bit.ly/31o0V1o) Kathryn Schulz asks the audience:

Follow us on Twitter

Archives