I'm suggesting we practice mindfulness when approaching our work: consider our intentions when beginning a lesson, speak to a student who is struggling behaviorally, or reflect on our practice. There is an undeniable connection between a teacher's attitude and a student's experience.


Educators who do not attend to issues of equity and justice in their classrooms are doing a great disservice to the future leaders of our profession and to the students they will one day teach.


School libraries cannot (and must not) assume neutrality. Our silence when staring into the face of hate speaks to a complicity that does not coincide with library values.


Thinking like a scientist means acting like one -- and that involves writing in the ways that scientists do.


The true beauty in leadership is being able to discern when to pull back and not give teachers things they don't need. There is a balance that great principals learn, and because of that balance, they generally have happy teachers in their classrooms.


I wish school leaders could cede some of this space and work to their teachers who know better than anyone else how learning happens and how to make that new knowledge stick


When a teacher lives in fear of confrontation, ridicule or being talked about, this is professional bullying.


As I have come to understand and teach social and emotional skills, I've learned they can't be—indeed, should not be—viewed as something separate from our lessons, or something to be taught one hour a week. These skills are part of everything we do.


Now isn't the time for reminders about materials and copying and pasting your district's tardy policy. Now is the time to let parents know what is most important to you as a teacher, what big goals you have for their students, and start forming the team that will get you there.


Unlearning to be an extremist is hard. Help students avoid propaganda: When students are exposed to propaganda, misinformation, and fake news it becomes difficult for them to unlearn.


The opinions expressed in Teacher-Leader Voices are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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