Here's an interesting question: How deliberate are your efforts to build relevance into your daily lessons?
Kids ask, "Why are we learning this?" all the time --- and I know we answer that question informally.
But are we taking intentional steps to build relevance?
Research says we aren't --- and I wonder what implications that has for student engagement and motivation.
I took the day off (for the most part) today. Been trying to fight off a cold and exhaustion isn't helping.
But here's the thing: I felt horrible about "doing nothing."
I wonder how common that feeling is for educators --- and I wonder what we can do to normalize a healthy work/life balance.
I love this article on normalizing failure in education, y'all:
https://www.ascd.org/blogs/normalizing-professional-failure
The point that hit home is that we KNOW the stakes are high in our work --- so failure feels monumental. But that fear can keep us from ever being willing to take risks and to experiment with our practice.
Is that true in your setting? Do teachers (or school leaders) fear failure -- and does that fear prevent them with taking measured risk to experiment with their practice?
One of the things rolling through my mind today is the animosity that people here in the States have for public schools and public school teachers.
Recently, I read a survey that said 80% of parents were satisfied with their child's school, but only 40% of the general public were satisfied with schools.
Do those same trends exist in other countries?
(And if not, how do we fix things here in the States?)
@silentfp @hlseward : It's such an interesting point, Chris. Do heavy Tooters crowd the space, stifle conversation, and change how people perceive "standing"?
And how do we prevent that?
For me personally, that's always been a function of asking questions and responding thoughtfully to encourage conversation.
But is that enough? And how do we make it a common pattern of participation in this space?
Bed
Bill Ferriter
Bill Ferriter