Over spring break I attended several theme parks. While there I started to take a look around and I began to notice a phenomenon that intrigued me, inspired me, and reminded me of what is important in our classrooms. All at once into my third park I realized that we, as educators, are missing the…
I’m reading ahead the summer book club book (Teaching with Poverty in Mind), so I could have discussion questions prepared.
It obviously focuses on poverty, but the section on how stress can affect the brain is helping me to understand myself.
Also, having taught in a very low ses area with students of special needs — mostly attention, behavior, and neurological disorders, I am learning a lot of new things and understanding some of my experiences differently. What makes me happy though, is learning why all the things that I did that made my classroom so successful — are completely backed up by research. A lot of it came on instinct, bouncing ideas off of other teachers, and reading teacher blogs and books other teachers wrote about their classroom experiences. It is nice to know WHY it worked though, so hopefully I can recreate it in my classroom again this upcoming year.
From “Before the G.P.A” by James Tobin in University of Michigan’s online magazine, Michigan Today. Before 1912, U-M did not give letter grades—it only passed students or failed them. The article examines the reasoning behind this philosophy and its ramifications.
Interesting. I’ve heard a lot of arguments for grade-less schools. Not sure how that would work and still monitor progress though. However, I do hope my students grow to love learning for the sake of learning and discovering things… and not just to get an A. I hope they are also proud of the process in going from the unknown to the known.