“Black males are less likely to graduate from high school in four years than their white peers. Only 52% of black males who entered high school in 2006 graduated in four years, compared with 78% of white non-Latino males and 58% of Latino males.” Huffington Post, 9/19/12
Black male students appear to be on the top of all of the wrong academic lists as it relates to dropout statistics, special education referrals and suspension/expulsion rates. Given this reality, what might we learn from black males who are successfully navigating their secondary school experiences? Continue reading Beyond Hoops- High Achieving Black Males→
Teaching is this hugely complex, challenging calling, and that’s why I’m glad it’s mine. I don’t foresee getting to a place where I’m like, “You know what? I’ve got this all figured out. Done. Turn on the cruise control.”
To be honest, I think few of us will get there, and if we do, it will be after about 30 years and 100,000 hours of intensive, deliberate practice.
But we don’t needto wait until we have it all figured out before we can start being master teachers who make a huge impact with our careers. I think that all of us, if we train ourselves to focus in, can fairly quickly become adept at the 20% of things that yield 80% of the results. Continue reading Feeling Overwhelmed? Consider the 80/20 Rule→
What is in the best interest of our students? Is it teaching to the newest standards movement, like the Common Core? Teaching that prepares students to take a test? Or is it something more meaningful and authentic? Something more enduring?
The most critical responsibility of any principal or evaluator is to ensure that an effective teacher is in every classroom every day.
“A study by the Urban Institute reveals that Principals spend, on average, 6% of their time on “day-to-day instruction:” observing instruction, coaching teachers, developing or leading professional development, using data to drive instruction or evaluating teachers.”(Puzzl_ED Blog 6/29/12)
Regardless of the subject area, most teachers have encountered this question by students at one time or another. Some may hear it on a daily basis. How do you respond? Do your content and classroom activities relate to the world outside of school and to students’ daily lives?
Miles and miles of trenches snaked through the landscape of Western Europe from 1914 to 1918, often only a few miles apart. Hundreds of thousands of soldiers fought and died in trenches, some only a few feet deep. Rain flooded the trench, rodents and insects infested the men, and the dead were a constant reminder to the living for what may lie ahead.” (Trench Warfare in WWI, Slide Share, 4)
History classes teach about WWI and Trench Warfare, but how many of them help their students relive this experience?