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June 08, 2017

Teacher Accountability Should Not Be Tied to Testing

No single test can adequately show what a child knows and can do, therefore by the transitive property no single test can adequately show the impact one teacher has had on that student's learning. Read on to see why student exams shouldn't be used for teacher accountability and effectiveness.

June 06, 2017

#FinishStrong or Go Down Trying

Since school is really about relationships, finishing strong is as much about the content as it is about the personal growth. Let's focus on the positive and try to move forward in our learning experiences from each opportunity presented. Read on to learn about different ways you can help students connect their classroom experiences to summer learning experiences to help end strong or at least go out trying.

June 04, 2017

Good Luck Learning a Foreign Language in American Schools

The problem has something to do with the artificial way languages are presented in schools. Typically, students spend a period of 40 minutes each day dealing with the second language while all other classes are English only. My teachers also assumed that I had mastered English grammar, which I hadn't.

June 01, 2017

Explore Shakespearean Text Via Twitter for Greater Student Engagement

Shakespeare is often hard for students to engage with, particularly if they aren't reading at grade level. One way to ensure a solid conversation about a complex text is to allow students time to share ideas on Twitter doing a class chat. Read here to see how it turned out for my 10th grade NYC students.

May 28, 2017

Guest Post: A Grading Journey of Epic Proportions (Part 1)

Jonathan So shares his experiences of going "gradeless" and offers some insights into his process. Read on to see how he reflected and adjusted his learning to better help students reflect and grow as learners.

May 21, 2017

Learning Can't and Shouldn't Be Quantified

Assessing students is a nuanced business and recognizing what a child brings to the table is essential to truly understanding what they know and can do. Penalizing them or crediting them extra for work that doesn't show real learning or thinking, but any number of other compliance measures that make us as educators feel powerful in the name of preparing kids "for life".

May 18, 2017

Early Teaching Myth: All Students Will Learn as We Learned

Starting from scratch seemed the only thing to do when I was seeing success with only 2% of my students who were auditory or straight up visual learners. My lessons weren't dynamic enough - They didn't consider the students' needs and/or deficiencies or their interests, so with some encouragement from my coach and mentor, I had to stop and get a do over.

May 14, 2017

What's More Important: Credentials or Experience?

Classroom teaching and being a part of a school community requires so much of every individual. If you're the kind of teacher who wants to take advantage of all it, there is no way you won't grow from the experience. Whether through the day to day in the classroom or the professional learning opportunities both in and out school, when teachers choose to learn, they do and we are qualified for a great many jobs.

May 08, 2017

Teacher Myth: Teachers Can Prepare for Everything, All the Time

Life is unpredictable and so are the events in a classroom. We can certainly have a toolkit of skills and strategies ready to be used, but believing this will save us from potential failure at times is foolish. We must accept that taking risks will promote big possibilities but might not work out as planned.

May 04, 2017

Reflecting Back on My Early Journey During Teaching Appreciation Week

During this Teacher Appreciation Week (and really every day), we must take the opportunity to say thank you to the folks who have impacted us as teachers and people and continue to inspire us even through the toughest teaching and personal times.

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The opinions expressed in Work in Progress 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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