Common sense and a plethora of research demands we think and act differently in order to stop the growing stressors on our children and we must learn how to help them deal with this environment more effectively.
Problem-based classrooms require teachers to dare to let go of control of the learning and to take hold of the role of questioner, coach, supporter, and diagnostician.
Rather than assigning independent work because we always have, assign it with the knowledge that the practice will be correct and effective and supported with immediate feedback.
No lower standard serves anyone well even though it might fill vacancies quickly.
Guest blog author Joyce Hutchens says, "School leaders are professionally and ethically responsibility to be fair to all employees. Engaging in discriminatory or other egregious behavior is wrong--PERIOD!"
Let the good news and the bad news come from us. Tell the truth. Be honest. Set the context. Stay out front. Keep on message. Listen well. Anticipate.
Guest author Vera Jacobson-Lundberg writes: "Teachers can weave into the curriculum self-awareness and self-reflective assignments to help ensure the students start to own their individual reality fostering independence and creating agency."
Silveria's value based message wasn't tentative nor half-hearted. He told the gathering that they should be "outraged", that small ideas and horrific thinking needs to be replaced by a better idea. What would you do?
There are good reasons why educators, more than most, have a responsibility to find where the 'isms' hide within them and how they become visible to others.
People assume kids with disabilities are all the same. They often see us as intentionally disruptive, rude and a hindrance to other kids' learning. This is not true.