High-stakes tests complement standards-based education. As our state has implemented testable objectives in virtually every subject area, it has intentionally shifted the instructional style of teachers to one that is always measurable.
Should there be limits on the proportion of special education students in regular ed classrooms? This Chicago teacher thinks so. Guest post by Michelle Gunderson. Every child who enters my first classroom is treated with dignity and respect and learning takes place in an atmosphere of joy. Children with special needs are supported through a matrix of services with other professionals. Most of the work, though, is done solely by me, the classroom teacher. I repeat directions, use visual clues, check often for understanding, reduce assignments, provide sensory breaks along with a host of other modifications and accommodations. How is ...
Let's start with kids. For them, respect is as important as motivation, often more so. I am not talking about their respect for teachers. They respect those who respect them.
If we push play to the margins of the early childhood learning as Coleman proposes that we do, to make room for nonfiction literacy and mathematics, children will "have fewer opportunities to rehearse for adult life,"
I went to an LAUSD training on the Common Core State Standards in November, and after the training I had many more concerns about the intent of the standards, the educational appropriateness of the implementation of the standards, and the standards themselves than I did before I walked in the door.
Today, Politico offers an analysis of conservative's organized opposition to the Common Core which points out that the end game for many of these Koch-funded groups is total annihilation of public education
I believe K12 Inc. targets poor communities and economically struggling regions; they are easily influenced because they are desperately seeking alternatives to devastatingly under-funded schools.
How far will schools go to prepare for Common Core tests? From a teacher in Chicago, I received the following memo, delivered to faculty this week.
I think there could be a hidden, perhaps even subconscious agenda with the Common Core. We use the Common Core to create an artificial and arbitrary set of barriers to employment, and declare that anyone who is unable to surmount those barriers is too lazy or stupid to succeed in the modern competitive world.
Organizations and leaders that we count on to defend our profession, and to act on genuine expertise and reject phony reforms, repeatedly left us shaking our heads. Here are the posts where I challenged these leaders and their rationales.