The pandemic disrupted schooling, but it did not create every educational disparity, and it did not affect every student in the same way. Some students lost access to consistent instruction. Others faced illness, housing or food insecurity, family responsibilities, weak internet access, interrupted special services, or frequent school changes. Some continued to make progress. Many…
I grew up being told not to believe everything you read. When the internet came around, people sometimes started acting as if words on an electronic screen were automatically true. I have found myself explaining to students many times that they still need to use judgment when they read something online. It is our responsibility…
Work-life balance for teachers is often described as if the solution were a better planner, a yoga class, or enough discipline to stop checking email at night. Those things may help an individual teacher. They do not make an unreasonable workload reasonable. A more honest goal is work-life protection: deciding what good-enough work looks like,…
I have never particularly enjoyed talking on the phone. Long before I was a teacher, I would avoid answering calls whenever I could. Teaching did not magically turn me into someone eager to spend planning time dialing numbers. It did make the purpose harder to ignore. Home-school communication is not a public-relations exercise and it…
Tests and quizzes have their place. Sometimes a short quiz is exactly what a teacher needs. If the goal is to find out whether students remember vocabulary, can solve a particular type of problem, or understand the main ideas from yesterday’s lesson, there is nothing inherently wrong with asking them some questions and checking the…
There is a kind of lesson that looks terrific from the hallway. Students are moving around. Materials are spread across the tables. Somebody is measuring something. Somebody else is building something. The room is noisy in what appears to be a productive way. It certainly looks like learning. Maybe it is. Hands-on learning can be…
Social-emotional learning does not have to be a separate Friday activity or another program squeezed into an already crowded schedule. Much of it can be taught in the moments that already happen: entering the room, beginning difficult work, asking for help, disagreeing with a classmate, recovering from a mistake, and reflecting before leaving. That does…
Planning a specific classroom task?Try the EL Task Access Planner to choose language supports while keeping the learning goal intact. Students who are learning English bring knowledge, experiences, ideas, and one or more languages to the classroom. Learning English does not make a student less capable of reasoning about literature, mathematics, science, history, or any…
Teachers tell students to study all the time. We say, “Review your notes,” “Start the project early,” or “Make sure you are ready for the test.” Then we are surprised when some students reread a page, highlight almost everything, or wait until the night before because they do not know what “study” is supposed to…
An engaging classroom is not necessarily loud, entertaining, decorated, digital, or filled with constant activity. It is a classroom in which students can enter the work, understand its purpose, participate without unnecessary risk, receive useful feedback, and do the thinking the learning requires. That is a higher standard than “students looked busy.” The research literature…