by Kristen Anderson | 10.15.19
I start every school year knowing that as my young students grow, they’re going to experience not just the joy of discoveries and achievements, but frustration and anger and disappointment as well.
by Greg Moffitt | 8.1.19
I am doing this work because there are kids and teachers who are trying to learn new things and change the world. That is what excites me. And that’s why I think of myself as data-informed, but student-driven.
by LaQuisha Hall | 7.24.19
The majority of my scholars say they don’t have books at home that are relevant to their interests. They tell me they don’t think there are many books out there that they can connect with. That’s why I start the school year with a special event, which I call our ‘Starbooks Cafe.’
by Kit Golan | 7.2.19
Some of my middle-school students love math and confidently tackle every challenge problem. But some of the kids who are struggling can’t imagine math ever making sense. One day I
by Monte Syrie | 5.16.19
I wanted a daily way to check in with kids, so I started a practice called ‘smiles and frowns.’ I started off this year telling kids, ‘There’s nothing more important than the humans in the room, so we start with the humans in the room.’
by Wendy Turner | 4.4.19
I am known as a warrior of social-emotional learning. I always say my teaching puts SEL first – and empathy is a critical component. People ask me all the time how I build empathy in the classroom. The answer is one day at a time, one experience at a time, with great intention, focus and practice.
by Kareem Farah | 9.11.18
A couple of years ago, I started my fourth year of teaching high school math at a new school in Washington, D.C. What struck me right away was the diversity of learning levels in my classroom. More specifically, how many of my new students believed they just didn’t belong in a math classroom at all.