This is an exhortation, a plea, a pat on the back and a push up the hill. It is meant to inspire and unsettle, and to help you find your passion and determination. It comes as a request and a challenge: Don’t plan to go into class and tell your students, “This is the boring part.”
Picture a school system with hundreds of teachers. Some of the teachers have been with the system long enough to be eligible for a special benefit: job security (tenure), upon completing 24-60 months of high quality work.
I wake up at nights, thinking about the General. I light a candle by my bed and watch the shadows grow thick and fuzzy. The wind rattles my window. I pull myself into a fetal position. My thoughts run like squirrels around a tree. Somehow I might have been able to do more with the General, as much as anyone citizen. I remember to breathe deeply, and to let my thoughts stream through the night.
My friend is a family therapist. She is intrigued by the ways all the people in a big family work together, given the innumerable conflicts in such a group. She encourages as many family members as possible to come to sessions, so she can see them in action. The more family members in the room, the more likely that they will behave in their typical fashions.
Atheists don’t have faith in a higher power that they cannot see. This lack of faith marks them as historical relics from three hundred years ago, when handfuls of Europeans began to want proof, proof of everything from how the planets move to how snails find mates.
I am old enough to have been there at the beginning of special education, and fortunately, I completely missed the euphemism of “special.” I knew schools were filled with students who were disengaged, abused, overwhelmed, scared, with quirky learning difficulties that would not go away simply by avoiding the required reading and writing and math curricula.
Social emotional skills (SEL) is not a separate curriculum. Here’s a quick overview of integrating SEL into daily lesson plans—and improving student learning.
After years of helping schools hang in with challenging students, it was time to clarify when to stop hanging in.
Many instructional leaders I work with—superintendents, assistant superintendents, curriculum coordinators, principals, assistant principals, instructional coaches—forget how hard it is to teach, even as the system demands more of their teachers. Simply put, distance creates distance.
Too much restriction can tamper teens’ individuality and resolve, as well as destroy school staff relationships. Here’s how to pare them down.