My latest at TransformED. It’s been a long time, but I thought I’d share. Check this:
Obviously, I would love for the students to prove me wrong, but in my experience, I haven’t yet. If anything, it tells me that, if I know the existing issues, I can spend more time working with students and getting deeper into my students’ academic and personal needs. Autonomy in teaching is slowly becoming lost in the profession, and we need to take it back. We need to establish our expertise, and have confidence in our decisions when they’re based on experience.
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An excerpt from my latest:
It might be the best description of the first week of faculty meetings for schools nationwide. The Common Core State Standards (and multiple intelligences, the workshop model, and the host of other initiatives I’ve seen) have brought along their own set of pseudo-experts coming in to tell teachers what to teach, how to teach, and, inevitably why.
The last one is particularly insulting because I’d wager most educators know why they’re in their profession, but one of the first rallying speeches always alludes to a talking point used by another expert out there. “We have failed our kids …” and “We keep doing kids a disservice for as long as we have …” doesn’t inspire, much to the dismay of people from the outside. If anything, it discourages because it assumes that those of us who, under the guidance of the former supervisors did these things, didn’t have the best intention when we tried to teach.
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Mr. Vilson, who wonders how people are doing with their new shiny thing …