Skip to content

The Battle for Busing

10 September, 2013

http://www.nytimes.com/video/2013/09/09/us/100000002427912/the-battle-for-busing.html?nl=multimedia&emc=edit_fs_20130910

“Children who attend diverse schools score better on tests, they’re more likely to graduate, to avoid crime, they’re more likely to go to college, graduate from college… There is growing evidence that white, middle-class children, and children from all ethnic and racial backgrounds also benefit–academically and socially from going to integrated schools.”

Advertisements

“The stuff you …

9 September, 2013

“The stuff you learn in school tends to be very thin. You don’t understand it very well and you forget it almost immediately – it doesn’t affect the way you think about the world.”
-John Black, TC’s Cleveland E. Dodge Professor of Telecommunications and Education

read!

8 August, 2013

Steele, C. M. (1997). A threat in the air. How stereotypes shape intellectual identity and performance. The American psychologist, 52(6), 613–629.

 

Find it.  Read it.

“I was always d…

31 July, 2013

“I was always deeply uncertain about my own intellectual capacity. I thought I was unintelligent. And it’s true that I was, and I still am, rather slow. I need time to seize things because I always need to understand them fully. Even when I was the first to answer the teacher’s questions, I knew it was because they happened to be questions to which I already knew the answer. But if a new question arose, usually students who weren’t as good as I was answered before me and towards the end of the 11th grade I secretly thought of myself as stupid and I worried about this for a long time. I never talked about this to anyone but I always felt convinced that my imposture would someday be revealed. The whole world and myself would see that what looked like intelligence was really just an illusion. Now that never happened. Apparently no one ever noticed it, and I’m still just as slow. At the end of the eleventh grade I took the measure of the situation and came to the conclusion that rapidity doesn’t have a precise relationship to intelligence. What is important is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn’t really relevant. Naturally, it’s helpful to be quick, like it is to have a good memory. But it’s neither necessary nor sufficient for intellectual success.”

-Lauren Schwarz, French mathematician, winner of the field medal in math

I read this as part of a MOOC I’m taking through Stanford.  It really resonated, and I think would be important for students to ponder.

My Students > Your Students

6 April, 2013

I got in a pretty bad car wreck 2 weeks ago, and had to miss an entire week of school.  When I got back, one of the other teachers said students were asking if I would skype them and teach them from home.

best.  question.  ever.

This shows me how far we’ve come as a school.  Sub days used to be a celebration, because they weren’t forced to do their work.  In fact, this is what I walked in on when the sub didn’t show up one day last year:Image

 

Weve turned a corner, and the students clearly WANT to learn!!  I couldn’t have been more proud.  Then they gave me this:ImageImage

1-12-10-060-edit.jpg

21 February, 2013

“There are two kinds of teachers: the kind that fill you with so much quail shot that you can’t move, and the kind that just gives you a little prod behind and you jump to the skies.”
― Robert Frost

Word Wall

2 February, 2013

Word Wall

One of my favorite assignments to grade is the “word wall word.” It is an English language-learner strategy, to have the students write the word, definition, draw a picture that represents their word, and use the word in a sentence. The visual representations are always creative, and often give me insights into the misconceptions my students have about the words. And occasionally, they just make me laugh.

The word in this case was “domain,” (as opposed to “range.”)