by Andrea Marshbank | 6.17.19
As summer starts, I’m about to sit down with a Google Doc I created last August, before the school year started. It’s called, “Things to Do Better Next Year.”
by Beth Lakin | 3.29.19
I used to be a teacher who didn’t fully understand when students told me about their stress levels. Students would say, “I’m so stressed out about ____,” (fill in the blank with just about anything!) and I’d respond, “Well, just make sure you study!” or “Make sure you take care of yourself.” I didn’t perceive anything worrisome – I just thought, “A little stress is normal, and they’ll get over it.”
by Julie Arsenault | 3.19.19
This year, I changed my assessments by adding a piece of paper at the end, asking, “What else do you know about the topic, that I didn’t ask you about?”
by Justin Tarte | 11.13.18
How can we use data to guide us in supporting our students? How can we have conversations about data that feel empowering, and not judgmental?
by Josh Parker | 8.3.18
When we think about working to make our classrooms more equitable, it makes sense to me to start with why we got into teaching.
by Robyn Howton | 7.27.18
On my first day of teaching 27 years ago, I gave my high school students a piece of paper. It had two questions written on it: “What do you dream your life will be like in 10 years?” and “What should I know about you?”