“Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
“Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
I really like this acknowledgement of the role questions play in our cognitive process. They aren't just the knowledge equivalent of a meal ticket...they're our dinner date!
Questions are your mind’s receptors for answers. If you aren’t curious enough to want to know why, to want to ask questions, then you’re not making the room in your mind for answers. If you stop asking questions, your mind can’t grow.
Interesting statement about the role of questionging in acquiring new infomation. Your mind has to ask the question in order for your brain to have a place to hold onto the information.....interesting perspective.
I frequently say a similar thing when I talk about having students share their questions after a first reading. Their questions are such a great diagnostic of what they are ready to learn! Having students ask and answer their own questions not only gives them the info. they need now, but teaches them to be self-directed learners for a lifetime.
"One of my issues with using rubrics to assess anything - documentation, essays, support sites - is that, at least for me, judgment is not so mechanical. Almost nothing can be broken down into a list of parts that, when properly assembled and in the right balance, create a perfect whole. "
The term “student voice” refers to the input and perspectives of students, and describes how their voices and actions affect what happens in the classroom. Through developing their own questions, seeking out their interests, and driving their own learning, students become more involved in their education. With this involvement comes empowerment, as students are able to use their knowledge to contribute to the greater community.
1. Inclusion
When students feel that they matter and are included in the classroom community, they are much more likely to open up and share their perspectives.
2. Integration
Begin to integrate student voice into your daily lessons by creating more opportunities for students to contribute. This can come in the form of whole classroom discussion, small group activities, input on writing activities, and more
At the transformational level, teachers can draw on student input to shape curricular goals for the class.
Student empowerment enables students to use their knowledge to contribute to the classroom and greater outside community. When students feel comfortable sharing their voices, they grow into positions of leadership.
Resources
Encourage student voice in your classroom and school community with some of these helpful resources:
Student Voice: Student Voice has toolkit filled with classroom resources, student voice stories, and more that will allow you to transform your classroom into one where students can thrive.
Edutopia: Check out some of these great articles and resources for highlighting student voice in your classroom.
Students at the Center: Motivation, engagement, and student voice activities.
MindShift KQED: From student voices, learn what students say about being trusted partners in learning.
This site is the official site of the United States Bishops. It contains a plethora of information on every current issue being discussed in the Catholic church. It also provides liturgical information to inform the reader of special days or events in the Church year.
This site is recommended for middle and high school students looking for reliable, accurate, and current information from a theological perspective. The information is provided to teach and inform according to the Catholic faith.
another great flat-classroom project by Cindy schultz. Collaboration between high schoolers and 3rd graders about the history of famous people in their town from a child's perspective.
Spinning a good yarn may seem to have little to do with mathematics, but a new study suggests otherwise. Preschoolers who tell stories that include many different perspectives do better in math two years later than those who stick to one simple perspective.
This website discusses the standards of effective teacher leadership. It also outlines and defines the role of a teacher leader. Progressive perspective on the teaching profession and its potential future of differentiated pathways.
There are plenty of Google search cheat sheets floating around. But it's not often you get to hear advice directly from someone at Google who offers you his favorite search tools, methods and perspectives to help you find the impossible.
This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
the theme of “Trust and Regulation”
my Canadian values of equality, diversity, safety and choice
high degree of trust for teachers, administrators and district decision makers
Our regulations are meant to encourage equality and diversity, choice, opportunity, innovation – fundamental values in our society.
In contrast to many of the other countries represented, our Canadian context was unique in that the regulations (organizations, federations, policies, curriculum) imposed actually tie in Trust and Relationship building and partnerships as key factors to increase capacity building with a wide range of stakeholders.
We need our profession to be respected, which includes paying us well, treating us fairly, supporting us with resources, nurturing our learning and leadership opportunities
systems of education can achieve and can be highly ranked without the use of formalized testing
We need to feel safe to make mistakes because we too are learners, especially in a profession that is changing so drastically in the 21st Century
We need to feel trusted and with that, we want our skills, our education, our talents and our passions to be respected so we -together – can become the creators of our own pedagogies
these passionate and experienced leaders agreed that such tests don’t work when used to rate, or punish teachers
can even sometimes do more harm then good
such tests are not always authentic
First and foremost, teacher voice needs to be heard and respected
As principals, we need to empower our teachers and community
the importance of the teacher/principal relationship came up over and over and over
Trust – allows me to teach in my style, developing my own curriculum
I wonder if there is a correlation between that supportive, trusting principal and the fact that we have incredibly dynamic teachers here, at Van Leer from all over the globe
We too need to think different because change can start with us
We need to make our voices heard by be socially active
By sharing and reflecting our learning openly and even by sometimes being vulnerable and asking for help and challenging the status quo
we need to recognize that our learning environments are changing and are very different from how we were once trained and educated
We need to remind our leaders that we are not just teachers of academics but we teach the whole person
Many of us struggle, without supports – to help impoverished families, students with mental health disabilities, learning disabilities, students that speak a different language, large class sizes, violence, inequalities
The conference in Jerusalem, Israel that Van Leer hosts each year is intended to encourage professional dialogue among educators, academics, representatives of the Third Sector, and policymakers from diverse areas and places in Israel and abroad. This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
With the theme of "Trust and Regulation" at the center of our discussions, it did not take long to realize that my context, as a Canadian Educator, a parent, and a student - was one of privilege and opportunity.
The account of the fall in Genesis 3 uses figurative LANGUAGE, but affirms a primeval event, a deed that took place at the beginning of the history of man.
It is the irrevocable character of their choice, and not a defect in the infinite divine mercy, that makes the angels' sin unforgivable.
The harmony in which they had found themselves, thanks to original justice, is now destroyed