"What Makes a Great Teacher?
Image credit: Veronika Lukasova
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On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math.
One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked.
The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so.
Video: Four teachers in Four different classrooms demonstrate methods that work
(Courtesy of Teach for America's video archive, available in February at teachingasleadership.org)
At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one).
After a year in Mr. Taylo
Number Talks are a wonderful way to see where our students are with their mathematical thinking. As a part of a daily routine, a Number Talk promotes number sense and mathematical reasoning. In this post, I revisit what a Number Talk can reveal about our students' understanding of mathematics, and how they might be used to promote a fresh perspective. In addition, I examine a success criteria for Number Talks that is more expansive and recognises their true power.
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The teachers understood that learning doesn’t have to be measured in order to be
assessed.
It focused on teachers’ personal “connection[s] with our subject area” as the
basis for helping students to think “like mathematicians or historians or
writers or scientists, instead of drilling them in the vocabulary of those
subject areas or breaking down the skills.” In a word, the teachers put
kids before data.
All that does is corrupt the measure (unless it’s a test score, in which case
it’s already misleading), undermine collaboration among teachers, and make
teaching less joyful and therefore less effective by meaningful criteria.
"While some education conferences are genuinely inspiring,
others serve mostly to demonstrate how even intelligent educators can be
remarkably credulous, nodding agreeably at descriptions of programs that ought
to elicit fury or laughter, avidly copying down hollow phrases from a
consultant's PowerPoint presentation, awed by anything that's borrowed from the
business world or involves digital technology.
Many companies and consultants thrive on this credulity,
and also on teachers' isolation, fatalism, and fear (of demands by clueless
officials to raise test scores at any cost).
With a good dose of critical
thinking and courage, a willingness to say "This is bad for kids and we won't
have any part of it," we could drive these outfits out of business -- and begin
to take back our schools."