What We’ve Learned and Need to Keep We have had to reimagine every facet of teaching and learning this year. It has changed school and teaching as we know it. The pandemic called further attention to the glaring inequities of race, disability and income. Facing countless new challenges, we as educators, have persevered--so too have students and families. As we conclude the academic year, it’s important for us to think about how schooling can evolve. We have become experts in Schoology and other technologies, masters of Zoom, and we’ve connected with students, families, and peers in new ways. None of this was easy. Far from it. The learning curve was steep. Workloads doubled or tripled; matched with an equal increase in stress. The pandemic has affected every aspect of schooling and spotlighted the changes that should continue. Collaboration between between administrators and educator s Over the summer Mr. Lee created committees to address the challenges of the pandemic. The collabo
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Teacher Expecations and Student-Teacher Interactions
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Teacher Expectations and Student-Teacher Interactions In reading a little this past week, I stumbled upon a reference to an article by Thomas L. Good on teacher expectations and treatment of students. It caught my attention and caused me to reflect. Good found that when students are not achieving well, teachers tend to treat them differently. The research found that low-achieving students: Are criticized more often for failure Are raised less frequently Receive less feedback Are called on less often Have less eye contact from the teacher Have fewer friendly interactions with the teacher Experiences acceptance of their ideas less often I immediately reflected on my teaching. I’m willing to bet that subconsciously I minimized interactions with at least some of my disengaged students, which, in turn, only exasperated the problem. Conversely, I’m willing to bet that I was more engaged and interactive with high-flyers. What are some ways you combat such behaviors? Knowing the power of tea
Thank You
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Thank you Great teachers make great schools. Western is a great school. This week marks Teacher Appreciation Week. Thank you. This has been a year like no other. With enthusiasm, professionalism and vigor you have pivoted to ensure the best for our students. From utilizing Zoom to incorporating Schoology to figuring out what the difference is between an asynchronous and synchronous assignment is, you have made the best of a challenging situation. What has become the new normal, is not ideal, but you have made the best of it. I’ve long believed teaching is a calling. A purpose. You’ve answered the call. We appreciate your dedication to the profession and your students. Because of your passion, reflection and commitment, you have left a lasting impression on your students--one that goes well beyond the 90 minutes and 90 days of class. You have helped students overcome academic, social, political, behavioral, and adolescent hurdles. You have sparked curiosity, creativity and cri
Understanding my White Privilege: 10 Lessons Learned and A More Productive View of Assessment
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Understanding my white privilege: 10 lessons learned I am a white male who explores racial issues from an intellectual perspective. For me understanding racism and whiteness is often something I examine for a period of time--when discussing anti-racism, for example--and then I move on. It is not central to my day-to-day life or my survival. My whiteness is often invisible. To grow up and exist as a white person, race is usually about somebody else. Each us is always a member of a race or races and we are often granted or denied opportunities because we belong to one of the favored groups. My whiteness has come--and will continue to afford--me advantages that are not shared by many people of color. For most of my life--and I grew up in a very diverse neighborhood--I did not see race; I saw racism as an individual act by one person or group against another person or group. I was blind to the invisible systems that ensure racial dominance. This is not to say I haven’t suf