Teachers expert in inspiring long-term, personally meaningful and interdisciplinary projects or thematic instruction regularly exceed the standards, but that realization is lost on facilitators.
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New teachers have little or no experience with classroom centers, independent work, student projects and the sorts of agency that allow children to enjoy the “flow” experiences that build upon their obsessions and lead to understanding. Even when teachers are not lecturing from bell-to-bell, the classroom agenda is top-down and leaves little chance for serendipity or student initiative.
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Great teachers know their students in deeper ways than any data can provide. They ask kids about their weekends. They chat about what kids are reading and console them when their hamster dies
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