Four educators share their thoughts on teaching geography: Kelly Young, from whom I've learned more about teaching than from anyone else; Elisabeth Johnson, who is the best social studies teacher I've ever seen; middle school educator Lisa Butler; and Matt Podbury, who teaches Geography at an International School in France.
Recently in answers Category
November 23, 2014
November 18, 2014
In this final post in my series on close reading, Kimberly Carraway, Katherine S. McKnight, Harvey F. Silver, Amy Benjamin, Nancy Boyles, Rita Platt -- along with readers -- share their thoughts.
November 16, 2014
Part Two in my series on close reading includes responses from Sonja Cherry-Paul, Dana Johansen, Stephanie Harvey, Julie Goldman, Diana Sisson and Betsy Sisson.
November 13, 2014
Today's guest responses on the "what, why and how" of close reading come from Christopher Lehman, Cris Tovani, Pernille Ripp, Jan Burkins and Kim Yaris.
November 07, 2014
This last post in series on teacher evaluation shares commentaries from W. James Popham, Barnett Berry, Pia Lindquist Wong, Rick Stiggins and Derek Cabrera, along with thoughts from readers.
November 04, 2014
Part Two features contributions on the teacher evaluation process from Julian Vasquez Heilig (with Lisa Hernandez), Ben Spielberg, David Berliner and Paul Bruno.
November 01, 2014
In Part One of a three-part series, American Federation of Teachers President Randi Weingarten, California Teachers Association President Dean Vogel, and 2012 National Teacher Of The Year Rebecca Mieliwocki share their thoughts on teacher evaluations.
October 28, 2014
Leslie Texas, Tammy Jones and Denise Flick share their thoughts on math instruction, as do a number of readers.
October 27, 2014
Anne Collins, Sue O'Connell, Alexandra Mattis and José Luis Vilson share their thoughts and suggestions about teaching Math in Part One of a two-part series.
October 18, 2014
Today, three educators -- Ashanti Foster, Melissa Bollow Tempel, and P. L. Thomas -- and a number of readers share their thoughts on how to engage with race and class in the classroom.