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Ariel Sacks

March 9, 2015

What Do We Know About The Teaching Brain? An Interview With Author Vanessa Rodriguez

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I’m so excited to share this interview with Vanessa Rodriguez, a veteran NYC middle school teacher, Harvard researcher, instructor and author of the just-released book, The Teaching Brain. This is a fascinating and accessible book that introduces new, and, I’d say, ground-breaking thinking on what the act of teaching really entails.

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William  Tolley

March 1, 2015

Mature Measures

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Of course we want a profession populated by qualified candidates, but scholastic aptitude is only one minor characteristic possessed by the educators who will transform the field. We need to be serious and design a system that does more than count our teachers before they hatch.

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Liz Prather

February 28, 2015

Teachers Who Plant The Forest

3 comments

The politicos and the number crunchers haven’t invented the measuring stick calculates the real returns of teaching.  If you have to know, don't be a teacher.  Instead of those calibrations, seek to expand your ability to extend encouragement, build up rather than tear down, and always be in the business of grace.

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Julie Hiltz

January 23, 2015

TWO WORDS! Specific Feedback

6 comments

I used to write the words a lot, a lot. I mean, like all the time. When I was in high school, I’m fairly certain I had some kind of aversion to the thesaurus. In addition to committing the crime of boring writing, I wrote the words a lot as one word- “alot”. And I did it every time, all the way through high school.

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Justin Minkel

January 10, 2015

How do you teach what’s measured AND what matters?

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Teacher friends, colleagues, and mentors, I need your insights. How do you teach what matters most, while making sure your students do well on those basic skills measured most, too?

I’ve heard the line from the architects of NCLB that tested skills are a floor, not a ceiling. The reality, though, is that it takes a lot longer to build that floor with kids who walk into school burdened by the challenges that poverty brings. Yet those kids need the ceiling and, beyond, the sky.

How do you give it to them?

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