Why can’t 100% of people be excited about education. Who am I being, how do I talk, how do I walk, if I believe that 100% of people love the power of learning, they just don’t know it yet. Continue reading Who am I being? How many eyes are shining around me?
The end of this year has been a challenge, in a few ways. One is the fact that schools seem to love to squeeze in as much as possible into the last few weeks of school. Yet, at the same time we want to be able to appreciate the year, reflect on what we’ve accomplished and what we need to improve. Paired with unpredictable event … Continue reading Problem-Solving Limbo
Have-to Exhaustion is defined medically as: a sense of mental or physical fatigue experienced as a result of ones have-to obstructing their want-to. Symptoms include muscle fatigue/tension (from worrying all day about making the wrong decision), headaches, sore feet (from walking the entire building in dress shoes), and onymailophophia (the fear of seeing certain names in your unread email). Continue reading A Case of “Have-to Exhaustion”
Beliefs are critical to success. The ability to change beliefs is equally important to success. As educators, we need to remember that all of us are capable of making significant shifts in beliefs, and that children are particularly malleable. As I write this, those statements feels obvious, but I also know from experience that certain students, with certain challenges, can overwhelm us with a sense … Continue reading The importance of beliefs, and changing them
Fortunately, as a Quaker school, we spend time each week in meeting for worship – this is time spent in shared silence, often spent reflecting on attempting to understand our many experiences. In Quakerism, we also focus on the belief of continuing revelation – the belief that “new truth is revealed to us as we continue our spiritual journeys individually and with one another.” (quoted … Continue reading Teaching for Tomorrow (Literally, tomorrow)
There is a challenge in education in which we must show patience – with students, parents, fellow teachers – but if we want to accomplish certain goals, we have to work hard, even impatiently, rather than waiting for them to happen. Finding that balance is a challenge, but it is also important to improving your student’s experiences and your teaching.
We often hear teacher-led or student-led when describing classrooms, mistakes are an essential characteristic of learning. We don’t simply walk into learning. Even when someone guides us there, we typically have to make a mistake before it sinks in. As a teacher, I know that my students will make mistakes, and lots of them. Therefore, if I am not teaching them how to respond to a mistake, then I am not teaching. Continue reading 5 ways to design a Mistake-Driven classroom