When students in my class were struggling, I felt responsible, even when I didn’t know the cause. It was much easier to shift responsibility to the family by suggesting a tutor.
Too often, as educators, we focus on either the beginning or the end of the learning journey. To better meet students’ needs, we need to view curriculum as a bridge between the two points. This involves differentiation by content, process, and product.
Curiosity helps us understand complex ideas and remember more of what we learn. Unfortunately, curiosity wanes as children progress through school.
As a new teacher, I often got wrapped-up in grading, class management, and content coverage. It wasn’t until I left education for a management position at Starbucks corporation that I realized what servant leadership really meant, and how it applied to classroom leadership.
Who wouldn’t like the idea of student-centered learning? The very name captures everything that education is supposed to be: an experience designed around students. While few would argue against student-centered learning, educators still have a long way to go in designing a system that matches student needs and interests. A common objection to designing student-centered
When we stand in front of a classroom, we can envision the possibility, of an uprising that will lead to an out-of-control classroom. But there are also side-effects to tightly controlling student behavior. Once we take ownership of rules, decisions, and sources of motivation, our students no longer need to.
If you or your children spend time in schools, you’ve experienced waves of reforms meant to “fix” education. Whether we are considering Data-Driven Instruction or Response to Intervention, these initiatives have brought fresh ideas to education. Still, there is often a disconnect between how we teach and how students learn. Too often, instead of teaching students
It has been just over a year since I first launched BlendedLearners.com. The months since I wrote my first blog post have been the most exciting of my career. I have had the chance to work with dozens of teachers and school administrators, leveraging EdTech to support best instructional practice and improved outcomes for their students.
I recently came across a posting on Doug Lemov’s field notes that expressed a common concern – technology overload among students. Mr. Lemov has had a powerful influence on contemporary education, and anyone in the field recognizes the contributions he has made to helping teachers and schools grow. I also agree with the overall sentiment