Once I know that I can do something with even a little bit of flair or success, I want to try it again and again. This is the practice that leads to skill and success – in anything!
In the past 10 years my relationship with the onion has blossomed, but not on a culinary level. I have begun to realize that an onion is arguably the most effective metaphor for reaching a deeper understanding about some of the complex challenges in teaching and learning. Continue reading
Have you noticed a lack of diversity in your buildings? How do you feel that affects the students in your school? Continue reading
Measuring workload is risky business (just as is evaluating teacher performance) – it is extremely subjective work, in my opinion. It’s akin to having me tell kids that they must read 10 pages a day, or that their papers have to be 3 pages long – neither of those things measure knowledge, only time and length. Continue reading
Turns out – I was a much better teacher once I shifted my focus. I didn’t achieve that balance, and all of that involvement really didn’t get me any recognition, or “leadership” points. I still don’t know how to be actively involved in a school community without a personal life suffering, which is why I needed to leave teaching. Continue reading
Seth Godin reminds us, in his blog post, Back to (the Wrong) School, our education system was set up with particular goals in mind (at the time) – to better educate students on how to take direction, so they could be better industrial workers. Continue reading