Collaboration Teacher Quotes

Collaboration allows teachers to capture each other's fund of collective intelligence.

In a research-poor context,isolated experience replaces professional knowledge as the dominant influence on how teachers teach.

I urge you to be teachers so that you can join with children as the co-collaborators in a plot to build a little place of ecstasy and poetry and gentle joy

Real education happens only by failing, changing, challenging, and adjusting. All of those gerunds apply to teachers as well as students. No person is an “educator,” because education is not something one person does to another. Education is an imprecise process, a dance, and a collaborative experience.

School competitions give rise to survival of the fittest, producing winners. Collaborations foster growth, innovation, and togetherness. If we prioritize collaboration, we become more than just winners.

The letter is only an aid to philosophical communication, the actual essence of which consists in arousing a particular train of thought. Someone speaking thinks and produces—someone listening reflects—and reproduces. Words are a deceptive medium for what is already though—unreliable vehicles of a particular, specific stimulus. The true teacher is a guide. If the pupil genuinely desires truth it requires only a hint to show him how to find what he is seeking. Accordingly the representation of philosophy consists purely of themes—of initial propositions—principles. It exists only for autonomous lovers of truth. The analytical exposition of the theme is only for those who are sluggish or unpracticed. The latter must learn thereby how to fly and keep themselves moving in a particular direction. Attentiveness is a centripetal force. The effective relation between that which is directed and the object of direction begins with the given direction. If we hold fast to this direction we are apodictically certain of reaching the goal that has been set. True collaboration in philosophy then is a common movement toward a beloved world—whereby we relieve each other in the most advanced outpost, a movement that demands the greatest effort against the resisting element within which we are flying.

You were born a giver, don't die a taker. You were born an earner, don't die a begger. You were born a sharer, don't die a hoader. You were born a lover, don't die a hater. You were born a builder, don't die a destroyer. You were born a creator, don't die an immitator. You were born a leader, don't die a follower. You were born a learner, don't die a teacher. You were born a doer, don't die a talker. You were born a dreamer, don't die a doubter. You were born a winner, don't die a loser. You were born an encourager, don't die a shamer. You were born a defender, don't die an aggressor. You were born a liberator, don't die an executioner. You were born a soldier, don't die a murderer. You were born an angel, don't die a monster. You were born a protecter, don't die an attacker. You were born an originator, don't die a repeater. You were born an achiever, don't die a quitter. You were born a victor, don't die a failure. You were born a conqueror, don't die a warrior. You were born a contender, don't die a joker. You were born a producer, don't die a user. You were born a motivator, don't die a discourager. You were born a master, don't die an amateur. You were born an intessessor, don't die an accusor. You were born an emancipator, don't die a backstabber. You were born a sympathizer, don't die a provoker. You were born a healer, don't die a killer. You were born a peacemaker, don't die an instigater. You were born a deliverer, don't die a collaborator. You were born a savior, don't die a plunderer. You were born a believer, don't die a sinner.

To do exciting, empowering research and leave it in academic journals and university libraries is like manufacturing unaffordable medicines for deadly diseases. We need to share our work in ways that people can assimilate, not in the private languages and forms of scholars...Those who are hungriest for what we dig up don't read scholarly journals and shouldn't have to. As historians we need to either be artists and community educations or find people who are and figure out how to collaborate with them. We can work with community groups to create original public history projects that really involved people. We can see to it that our work gets into at least the local popular culture through theater, murals, historical novels, posters, films, children's books, or a hundred other art forms. We can work with elementary and high school teachers to create curricula. Medicinal history is a form of healing and its purposes are conscious and overt.

Having a brain does not make you a thinker. Having a student does not make you a teacher. Having a class does not make you a scholar. Having a degree does not make you a master. Having a sword does not make you a warrior. Having a following does not make you a leader. Having a position does not make you a ruler. Having an army does not make you a conqueror. Having a job does not mean you have a career. Having a servant does not mean you have a helper. Having a mom does not mean you have a nurturer. Having a girlfriend does not mean you have comforter. Having a coach does not mean you have a trainer. Having a class does not mean you have a teacher. Having a son does not mean you have a successor. Having a daughter does not mean you have an inheritor. Having a wife does not mean you have a lover. Having a spouse does not mean you have an admirer. Having a friend does not mean you have a partner. Having a dad does not mean you have a father. Having a professor does not mean you have a teacher. Having a teammate does not mean you have a collaborator. Having an ally does not mean you have a protector. Having a dependent does not mean you have a supporter.

A quiet room, or a room led by a teacher, doesn’t promote student leadership, but an active, collaborative classroom does!

In essence, in dealing with their staffs, principals should shift from focusing on one-to-one work with each individual teacher to leading collaborative work that improves quality throughout the faculty.

To figure out what students were carrying with them from kindergarten into adulthood, Chetty’s team turned to another possible explanation. In fourth and eighth grade, the students were rated by their teachers on some other qualities. Here’s a sample: Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? When students were taught by more experienced kindergarten teachers, their fourth-grade teachers rated them higher on all four of these attributes. So did their eighth-grade teachers. The capacities to be proactive, prosocial, disciplined, and determined stayed with students longer—and ultimately proved more powerful—than early math and reading skills.

Givers are worth more than takers. Earners are worth more than beggars. Sharers are worth more than hoarders. Lovers are worth more than haters. Builders are worth more than destroyers. Creators are worth more than imitators. Leaders are worth more than followers. Learners are worth more than teachers. Doers are worth more than talkers. Dreamers are worth more than doubters. Winners are worth more than losers. Encouragers are worth more than detractors. Defenders are worth more than aggressors. Liberators are worth more than jailers. Soldiers are worth more than murderers. Angels are worth more than monsters. Protectors are worth more than attackers. Originators are worth more than copiers. Achievers are worth more than quitters. Victors are worth more than failures. Conquerors are worth more than warriors. Contenders are worth more than spectators. Producers are worth more than users. Motivators are worth more than discouragers. Masters are worth more than amateurs. Intercessors are worth more than accusers. Emancipators are worth more than backstabbers. Sympathizers are worth more than provokers. Healers are worth more than killers. Peacemakers are worth more than instigators. Deliverers are worth more than collaborators. Saviors are worth more than invaders. Believers are worth more than sinners.

Competition perverts true fitness, Hébert believed. It tempts you to cheat; to overdevelop some talents while ignoring others; to keep tips for yourself that could be useful to everyone. It’s a short cut; all you have to do is beat the other guy and you’re done, but the Natural Method is a never-ending challenge for self-improvement. Besides, competitive sports focus on rivalry and class divisions. The Natural Method was all about collaboration; every teacher was a student, every student was a teacher, bringing fresh ideas and new challenges. Raise the bar, but help the next guy over it

The parables of Jesus have long been revered as earthly stories with heavenly meanings. They have been viewed in this way because Jesus was thought to be a teacher of spiritual truth and divine wisdom. However, this view of Jesus stands in some tension with the account of his final trial and execution. If Jesus was a teacher of heavenly truths dispensed through literary gems called parables, it is difficult to understand how he could have been executed as a political subversive and crucified between two social bandits. It appears that Jerusalem elites collaborating with their Roman overlords executed Jesus because he was a threat to their economic and political interests. Unless they perceived him to be a threat, they would not have publicly degraded and humiliated him before executing him in as ignominious a way as possible.

Understand and influence students’ and teachers’ perceptions, tolerance, knowledge, and empathy about diverse populations to help increase students’ successful integration into American educational settings; Help teachers develop and implement tools and strategies in the classroom that encourage effective communication and understanding of and between members of diverse cultural backgrounds; Build and maintain collaborations between students, families, teachers, and other community members to assist diverse populations.

be fair, I was sometimes taught that circumstance played a role in the emergence of greatness. When discussing The Adventures of Huckleberry Finn in high school, one of my teachers pointed out that in order for Mark Twain to become Mark Twain, he had to grow up along the river that separated twentieth-century America during the war that separated nineteenth-century America. But mostly I was taught, and believed, that important work was done not by the times or via massive collaboration, but by heroic and brilliant individuals.

Perhaps most important, they both require revision. And revision usually means collaboration. Whenever I talk to students, one of the key points I try to make is that their teachers aren’t crazy or cruel to make them edit and revise their papers. Author Jonathan Rogers gave me that advice on things to talk about at school visits. Not only do the kids need to learn revision, they need to hear from someone else that their teachers are right. The thing the Resistance doesn’t want you to know is that revision is the fun part. My brother, an author and playwright, is also a formidable editor. He understands story as well as anyone I know, and he delights in revision.

Non-Tenure Writing Jobs The MLA session on the adjunct crisis indicates where higher education has come to in the Brave New World of the 21st century. Research by the MLA itself, by Gloria McMillan, by Eileen Schell and other colleagues, already confirm the deep replacement of tenure-track faculty with contingent adjuncts and others. This crisis is deepest in composition and in community colleges. Doug Hesse’s program at Denver Univ. is no solution; it will extend the subordination of composition through sub-faculty lines while rationalizing it as “good for students"(before research has even proved it so). But, sub-faculty writing lecturers will never be treated as “real” professors by their institutions and will never be accepted as colleagues by their tenure-track peers. Such sub-faculty plans will weaken the faculty as a whole in the academy by further dividing it into competing sub-groups. Neither will a sub-faculty plan benefit the 14 million undergraduates on campus, most who attend under-funded public colleges with no billion-dollar endowments or corporate angels to turn to. Community colleges, in particular, where about 6 million students are enrolled, can have up to 65% of classes taught by adjuncts. The sub-faculty plan is thus really a management tool available in the short-term to those colleges with deep pockets and deep readiness to entrench a lesser sub-faculty in their writing programs. Doug Hesse acknowledges such an outcome as a possibility. He is quoted in the IHE report saying he was disturbed by the degree of interest other WPAs took in DU’s new sub-faculty writing program, fearing that DU was installing a “Vichy"-type model(collaborating with the authorities desire to de-tenure faculty generally and to subordinate writing instructors particularly). But, Hesse is quoted as making peace with this because he feels that sub-faculty lines for writing teachers are at least good for writing students. Even if we knew for sure this was true, why must writing teachers be the only professionals in higher education called upon to make such sacrifices? A large private grant to finance Denver University’s program($10 million for Hesse’s project)is good fortune for one campus, but it offers no model for how we can solve the national disgrace of exploited adjuncts.

Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.

A 2007 U.S. government survey of 737 fifth-grade classrooms found that the students spent over 90 percent of their class time working solo or listening as a class to teacher lectures, while spending almost no time—not even 5 percent of the day—working collaboratively.

A culture of learning in an adult workplace is not just about “training.” A culture of learning is when a community of knowledge workers is empowered and inspired to continually learn and develop as professionals. People learn best by actually doing their work, making mistakes, and collaborating to improve their own practice. It’s an upward spiral: the teachers get better every year as the curriculum gets better, each causing and caused by the other.

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

There is no way to overestimate the critical importance of adult teamwork and communication when we have challenging students like Toni. In isolation, teachers can feel like the last soldier on the battlefield, defending modern civilization against the potential chaos of a world filled with unruly teenagers. Toni was seen as one of those chaos-threatening students. She would often display her bad behavior in front of a lone teacher, provoking all of the consequences the adult had available. As a teacher once admitted to me when reflecting on his own emotional buildup and fear of losing control, which had propelled him to become more harshly punitive than he even expected he could be: "Not on my watch were we going to lose the battle!" When teachers have time to collaborate with each other and administrators, the metaphor of war can be put aside, and we can return to the boundless terrain of education.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

At its core, RTI is about creating a collective response when students need additional support, rather than leaving this response up to each individual teacher. This process is predicated on the staff having the time necessary to work together. When collaborative time is not embedded in the contract day, teachers are too often forced to make a choice between meeting the needs of their students at school and their children at home, or between making teaching their career and making it their entire life.

Collaboration by invitation rarely works. Considering that the professional learning communities process is endorsed by virtually every national teacher professional association, it is difficult to understand why a teaching professional would desire or expect the right to work in isolation. More importantly, if a teacher is allowed to opt out of team collaboration, then that teacher’s students will not benefit from the collective skills and expertise of the entire team. If the purpose of collective responsibility is to ensure that all students learn at high levels, then allowing any teacher to work in isolation would be unacceptable.

every collaborative teacher team ask and answer the following four questions: What is it we want our students to learn? How will we know if each student is learning each of the essential skills, concepts, knowledge, and dispositions that we have deemed most essential? How will we respond when some of our students do not learn? How will we enrich and extend the learning for students who are already proficient? (DuFour et al., 2010)

Collaborative teams of grade-level or course-alike teachers should discuss, debate, and dialogue about which standards are essential, using all of the resources and criteria just mentioned.

collaborative teacher teams should build assessments to assess narrow learning targets rather than the entire standard.

Collaborative teacher teams are teams of educators whose classes share essential student learning outcomes; these teachers work collaboratively to ensure that their students master these critical standards. The structure for teacher teams could include grade-level, subject/course-specific, vertical, and/or interdisciplinary teams.

A school will get much better results if it spends less time searching for the Holy Grail and more time working in collaborative teacher teams to find the most effective teaching practices for its students.

Collaborative teams of teachers need to have laser-like clarity about where they are going. They need to filter out all distractions and focus on each individual student’s mastery of what has been determined to be essential. Once developed by the team, the essential learnings should be shared with students in order to engage them in their own learning as much as possible.

A Teacher To significantly enhance the educational experience leading to an enriched and rewarding life for all students Improve reading and writing skills Establish classroom management and discipline Integrate real-life experiences into the classroom Introduce real-life experiences outside the classroom Serve as an effective student-parent liaison Work collaboratively with administration and peers Possess strong academic credentials Have nine years of experience supported by excellent references

Program Evaluation and Educational Research (PEER) Associates, they created the Place-based Education Evaluation Collaborative (PEEC). Findings about student achievement are still preliminary, but PEEC’s work regarding other impacts of place-based education on students and teachers reiterates much that has surfaced from earlier studies about the positive effect that situating learning in authentic contexts can have on student motivation and involvement.

When social software becomes a component of formal education, students and teachers interact with one another in more meaningful ways, creating a variety of positive results. Ted Panitz (1997) details over 67 benefits from engaging in collective learning, arguing that collaborating reduces anxiety, builds self-esteem, enhances student satisfaction, and fosters positive relationships between students and faculty.

Collaborative teacher teams should take the lead in determining interventions for students who have not learned essential core standards and English language.

contributing to Wikipedia, to adults exchanging information about travel, restaurants, or housing via collaborative sites, learning is happening online, all the time, and in numbers far outstripping actual registrants in actual schools. What's more, they challenge our traditional institutions on almost every level: hierarchy of teacher and student, credentialing, ranking, disciplinary divides, segregation of "high" versus "low" culture, restriction of admission to those considered worthy of admission, and so forth. We would by no means argue that access to these Internet sites is equal and open worldwide (given the necessity of bandwidth and other infrastructure far from universally available as well as issues of censorship in specific countries). But there is certainly a

teaching is not an individual affair—or at least it shouldn't be. Teachers are better when they work collaboratively, but even more than that, teachers teach better and students learn more when the school has a vision that actually means something and a plan to make that vision a reality.

Here are some advice for teachers handling introvert children: Think of introverts as different and not someone who needs to be cured. They simply have a different learning style. In helping with social skills, opt to teach them outside class. Accept them for who they are. Studies reveal that almost half of the population are introverts. This means a class has an almost even number of extroverts and introverts. So balance teaching methods to benefit both types. Introverts often have deep interests that are uncommon among their peers. Encourage them to pursue this and help them find like-minded friends. Introverts also benefit from collaborative work as long as it is in small groups. And it helps if they know their particular role. Teach all children to work independently to encourage Deliberate Practice. Do not seat introverts in “high interaction” areas because they have a tendency to feel more threatened. Do not force them to participate in class because it can be harmful to their self-esteem. Introvert children perform differently in a playgroup setting from a more relaxed and comfortable one. Consider this when rating a child’s performance.

Students . . . •    learn in a classroom. •    are assigned a task to do. •    follow required objectives. •    do the assignment designed by the teacher or curriculum. •    seek information for the assignment. •    work individually or in a group depending on assignment. •    earn a grade to reflect meeting the objectives and standards. Learners . . . •    develop their own learning goals. •    monitor their progress in meeting their goals. •    have a purpose or interest to learn something. •    ask questions. •    seek information. •    find ways to collaborate with others. •    want to know something because they want to know it—not for a grade. •    are curious about life and never stop learning.

Would you buy a used car from your occupier? For the first six months of the intifada, Ehud Gol was the official Israeli Foreign Ministry spokesman. Every day he had to go before the world’s press and defend Israel’s treatment of the Palestinians. But in the spring of 1988, Gol was made the Israeli Consul General in Rio de Janeiro and he had to sell his car before he left the country. Practically the first place he went was to a Palestinian car dealer in the West Bank town of Ramallah. “Intifada or no intifada, this was business,” Gol explained to me. “The car dealer even came down to the Foreign Ministry and we went over all the papers in my office. There I was, the Foreign Ministry spokesman, and this guy, whose son was probably out throwing stones, was ready to buy from me—and it was a used car!” A Palestinian teacher I knew was driving from Ramallah to Jerusalem one afternoon when he saw a colleague of his from Bir Zeit University and offered to give him a lift. “This fellow came from a small village near Ramallah,” said my teacher friend. “The whole way into Jersualem he was talking to me about the intifada and how it had changed his village, how everyone was involved, and how the local committees of the uprising were running the village and they were getting rid of all the collaborators. He was really enthusiastic, and I was really impressed. As we got close to Jerusalem, I asked him where he wanted to be dropped off and he said, ‘The Hebrew University.’ I was really surprised, so I said, ‘What are you going there for?’ and he said, ‘I teach an Arabic class there.’ It simply didn’t occur to him that there was any contradiction between enthusiasm for the intifada and where he was going.

Collaboration is generally the least valued and most haphazardly executed aspect of teachers' pedagogy, and some entire schools are being built around individualization and specialization. When we then ask students to, in effect, be their brother's keeper, many understandably have no idea what comes next. And this is where we, as teachers, must have more to offer than a day-one 'abracadabra!

● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.

If teachers and students work collaboratively with fun for every innovative project, schooling will be more intriguing for everyone.

The Javits legislation, reauthorized in 2001 as part of the No Child Left Behind Act (PL 107–110), was funded at $11.14 million in fiscal year 2004. Congress approved an appropriation of approximately $7.6 million for the Javits program in fiscal year 2008. The Javits funding was eliminated in 2010, curtailing research projects not yet completed. After a gap in funding, the Javits Act was funded again in 2013, and funding reached $12 million in 2016, the highest level in the history of the Javits Act. The National Center for Research on Gifted Education was also funded. Located at the University of Connecticut, the center has a partnership with the University of Virginia. In 2018, the Javits funding continued at $12 million. Academic standards have become increasingly important in the twenty-first century. The National Association for Gifted Children (2010) issued the Pre-K–Grade 12 Gifted Programming Standards. These standards focus on student outcomes and encourage collaboration among general education teachers, special educators, and teachers of the gifted in an effort to assist students in achieving projected outcomes. In 2010, the National Governors Association Center for Best Practices in conjunction with the Council of Chief State School Officers put forth the Common Core State Standards Initiative (2019), which provided standards in mathematics and English/language arts for Grades K–12. In 2013, the Next Generation Science Standards (2019) became available and were adopted by several states.

The teacher begins by establishing her presence in the design of a learning experience through taking into account the actual learners who will be in the course, and builds into the structure of the course plenty of opportunities to engage with those learners through direct instruction and feedback. But a well-designed course will also provide opportunities (and incentives) for learners to interact with one another, both to help each other learn and to build that sense of community. When these two forms of presence have been established, the learners in the course are more likely to engage in the kinds of active, collaborative processes that help them construct new knowledge through their cognitive presence.

Because dominant racial narratives encourage whites to approach antiracism in heroic rather than everyday terms, white antiracist teachers need to work at not thinking of ourselves as heroes and not wanting others to view us as exceptional. We must create a context for collective, collegial responses to racism, rather than setting ourselves up as judges who stand apart from other whites. The systematic work of inviting guest speakers, setting up workshops or study groups, attending conferences, arranging to collaborate on racial issues with a sister institution, hiring new faculty, working with parents and leaders in communities of color, and enlisting the support of administrators all helps create such a context. So does talking with colleagues outside of faculty meetings, learning about one another’s teaching, and engaging in the extended conversations that are not possible in faculty meetings.

Through the nonprofit Zinn Education Project (ZEP)—a collaborative effort with Rethinking Schools and Teaching for Change—Zinn’s book and dozens of spin-off books, documentaries, role-playing activities, and lessons about Reconstruction, the 1921 Tulsa race riot, taking down “racist” statues, the “FBI’s War on the Black Freedom Movement,” the “Civil Rights Movement” (synonymous with the Black Panthers), the Black Panther Ten Point Program, “environmental racism,” and other events that provide evidence of a corrupt U.S. regime are distributed in schools across the country. According to a September 2018 ZEP website post, “Close to 84,000 teachers have signed up to access” ZEP’s history lessons and “at least 25 more sign up every day.” Alison Kysia, a writer for ZEP who specializes in “A People’s History of Muslims in the United States” and who taught at Northern Virginia Community College, used Zinn’s book in her classes and defended it for its “consciousness-raising power.”64 ZEP sends organizers to give workshops to librarians and teachers on such topics as the labor movement, the environment and climate change, “Islamophobia,” and “General Approaches to Teaching People’s History” (with full or partial costs borne by the schools!). In 2017, workshops were given in six states, Washington, D.C., and Vancouver, Canada.

Described as “an immersive experience in dynamic mindfulness,” the Transformative Life Skills (TLS) program was developed by the Niroga Institute in collaboration with Jennifer Frank, a professor at Penn State University. The program combines mindful yoga, breathing techniques, and meditation to help children and youth deal with life challenges with greater confidence and peace.

teachers lead by working directly with students and others who influence student learning inside and beyond the classroom. Teachers act on behalf of students by planning instruction, creating curriculum, collaborating with colleagues, taking initiative, taking the lead, and co-constructing practice on numerous levels.

enthusiasm for their subject to motivate them, to bring their subject alive and make learning an exciting, vivid and enjoyable experience.    It is teachers’ passion for their subject that provides the basis for effective teaching and learning. These teachers use their subject expertise to engage students in meaningful learning experiences that embrace content, process and social climate. They create for and with their children opportunities to explore and build important areas of knowledge, and develop powerful tools for learning, within a supportive, collaborative and challenging classroom environment. (DfES, 2003a: paras 1–

Collaborative work is the future of career readiness.

[Hand Watches] I opened the drawer Where I keep old things and tokens I glanced over some hand watches With dead batteries and frozen times… Watches that were gifted to me over time By teachers or friends To commend my accomplishments and respect for time… It never occurred to them or to me then That Time would die in a heart attack And will cease to be important The day my homeland was occupied and destroyed… The day the occupying thieves In collaboration with the thieves within Would burn and destroy everything beautiful in it… And since then, I refuse to wear hand watches And will never wear one Until my people get back their Time and dignity… And when that happens, Time will remain unimportant For then, I will turn into a butterfly A sparrow A daffodil or an orange blossom, Or perhaps an apricot blossom on a branch An unstoppable sprig of water That flows beyond time and timing … In that same drawer I found Pens that have run out of ink Looking like mummified corpses.. At a moment of despair, A strong feeling struck me like a lightning Leaving me with a frightening question: What if this is a wound that all time can’t cure A cause that all the ink of the world can’t solve? [Original poem published in Arabic on February 5, 2023 at ahewar.org]

US public schools can do better. And it can and must work better for teachers and students. We need to modify the school day in use of time and provide more teacher teaming and time for collaboration to meet today's student learning needs. An individual teacher, a small group working collaboratively, an effective leader can save the day, as seen in true-story "Renegade Teacher.

Hand Watches" I opened the drawer where I keep old things and tokens… I looked over some hand watches with dead batteries and frozen times… Watches gifted to me over the years by teachers or friends commending my accomplishments and respect for time… It never occurred to them nor to me then that Time would die in a heart attack and cease to matter the day my homeland was occupied and destroyed… The day plunderers, in collaboration with thieves at home, would burn and destroy everything beautiful… And ever since, I refuse to wear hand watches… I vowed not to wear a hand watch until my people retrieve their Time and dignity… And when that happens, Time will not matter for I will then turn into a butterfly a sparrow a daffodil an orange Or perhaps an apricot blossom on a branch… I will turn into a spring of water flowing beyond time and timing … In that same drawer I found pens that have run out of ink looking now like mummified corpses… At a moment of despair, A strong feeling struck me like a lightning leaving me with a frightening question: What if this is a wound no time can heal, a cause that no ink can revive? [Published on April 7, 2023 on CounterPunch.org]

great potential exists for productive collaboration between parents and teachers. When parents and teachers are able to exchange highly specific information about a child’s lagging skills and unsolved problems, they start trusting each other. Parents become convinced that they are being heard and that the teacher sees, knows, and cares about their child. Educators become convinced that the parents are eager for information, eager to collaborate, and eager to help in any way possible. Both parties need to be part of the process of working toward a mutually satisfactory action plan. You’re on the same team.

A collaborative analysis: i.e, he asked questions until he got either the answers he wanted or some other that was acceptable because he had never thought of it.

Furthermore, this submission is no more than a simple 'pedagogic’ method, one could say, of entirely transitory necessity; not only would a true spiritual teacher never abuse it, but he would use it only to enable his disciple to free himself from it as soon as possible, [...] Initiation ought precisely to lead to the fully realized and effective consciousness of the ‘Self, which can obviously be the case neither with children in the nursery nor with psychic automata. The initiatic ‘chain’ is not meant to bind the being, but on the contrary to furnish a support that allows it to raise itself indefinitely and to go beyond its limits as an individual and conditioned being. Even when there are contingent applications that can coexist secondarily with its essential goal, an initiatic organization has no use for blind and passive instruments, whose normal place could in any case only be in the profane world, since they lack all qualification. What must exist among all its members at all levels and in all functions is a conscious and voluntary collaboration that implies all the effective understanding of which each is capable; and no true hierarchy can be realized or maintained on any other basis than this.

The pieces of the classroom management puzzle fall into three broad areas: • Instruction – maximizing the rate of learning while making independent learners out of helpless hand-raisers • Discipline – getting students to quit goofing off and get busy • Motivation – giving students a reason to work hard while being conscientious

schools must support the development of teacher agency, moving away from viewing teachers as implementers to viewing teachers as creators, researchers, and collaborators.

PE Scholar provides outstanding resources, courses and insight to bridge the gap between research and practice and consequently help physical education thrive. We are a digital platform for physical educators around the world. We aim to ensure all young people get the very best PE, school sport and physical activity experience to ignite a passion for movement in life. We help teachers make this happen by closing the research practice gap via insight posts, teaching resources and expertly led professional development. We build supportive communities of practices where you can connect with, collaborate, and learn from others including the very best in our sector via online and face to face training and consultancy. Our team of practitioners, researchers and teacher educators are here to ensure that PE stands for positive experiences and are committed to helping our subjects thrive.

Planning can be done in many ways, but the most powerful is when teachers work together to develop plans, develop common understandings of what is worth teaching, collaborate on understanding their beliefs of challenge and progress, and work together to evaluate the impact of their planning on student outcomes.

Effective Peer Coaches emphasize inquiry over advocacy. Too much advocacy can produce learned helplessness. Inquiry builds capacity to improve teaching and learning by helping teachers to be more effective at designing and implementing learning activities that meet the needs of their students.

Even a diamond can be polished.

it’s important that the curriculum as a whole has these characteristics. Diversity: It should be broadly based to cover the sorts of understanding that we want for all students and to provide proper opportunities for them as individuals to discover their personal strengths and interests. Depth: It should provide appropriate choices so that as they develop, students can pursue their own interests in proper depth. Dynamism: The curriculum should be designed to allow for collaboration and interaction between students of different ages and teachers with different specialties. It should build bridges with the wider community, and it should evolve and develop in the process.

The traditional lecture format of the twentieth century (which is still largely used in business schools) was quite adapted to the bygone industrial era. In that format, one enlightened person talks (the teacher as knowledge giver) while the students (a-lumni, “those who do not see the light”) listen passively. Such traditional setting worked well in a world in which knowledge access was limited, environmental changes were slower and hierarchical organizations relied on passive workers mostly to relay information and obey orders. In our digital, post-industrial age, organizations that thrive are those that have flexible structures, adaptable strategies and a culture of constant learning and collaboration among so-called “knowledge workers”. Modern companies expect students to become autonomous information seekers and problem solvers. Students expect to be given tools, methods and concepts that will make them better at thinking critically and creatively (Lima, 2003). But that is not always what they find in passive learning environments.

Whenever I engage high school teachers in a discussion of collaboration, they generally view it as an elementary process. That is because they are confusing collaboration with cooperative learning. We all know the experience. Assign a group a project, expect all of them to do a percentage of all components, and grade them on the final product. This is not collaboration. Collaboration is about helping people work together to achieve an outcome that could not be achieved by an individual.

Innovation (and enjoyment) flourishes when teachers collaborate to learn and practice new strategies. Isolation is often the enemy of innovation.

The surgeon knows that her work is creative work. A machine can’t do it because it requires human delicacy and decision making. It can’t be done by an automaton because it requires critical thinking and a good dose of winging-it-ness. Her work requires a balance of self-confidence and collaboration, a blend of intuition and improvisation. If the surgeon, while slicing that vulnerable brain, hits an unexpected bump in the process and needs to ask the person beside her for something essential—and quickly—she has absolutely no time to waste on questions like: Do I deserve to ask for this help? Is this person I’m asking really trustworthy? Am I an asshole for having the power to ask in this moment? She simply accepts her position, asks without shame, gets the right scalpel, and keeps cutting. Something larger is at stake. This holds true for firefighters, airline pilots, and lifeguards, but it also holds true for artists, scientists, teachers—for anyone, in any relationship. Those who can ask without shame are viewing themselves in collaboration with—rather than in competition with—the world. Asking for help with shame says: You have the power over me. Asking with condescension says: I have the power over you. But asking for help with gratitude says: We have the power to help each other.

Collaborative professionalism is about how teachers and other educators transform teaching and learning together to work with all students to develop fulfilling lives of meaning, purpose, and success.

The school would have large classrooms, with up to one hundred students and four teachers in each classroom. The students would often work collaboratively, mostly in teams of three or four. And the teachers were expected to work with one another in leading the classes.

Learners are changing in their approaches to education—they use digital technologies, they multi-task, they collaborate and they are becoming less patient with teacher-centric styles of education.

Freire writes, “Authentic education is not carried on by ‘A’ for ‘B’ or by ‘A’ about ‘B,’ but rather by ‘A’ with ‘B’.” It is through this impatient dialogue, and the implicit collaboration within it, that Critical Pedagogy finds its impetus toward change.

means seeing how changes such as these fit into the big picture, too. Are all staff members and, indeed, students engaged in developing the vision and mission of the school? Do leaders constantly explain how specific changes or team tasks fit into this larger vision? Can teachers and students articulate that connection as well? When asked what kind of school they are involved with, will you get the same sort of answer from teachers, students, bus drivers, janitors, parents, and administrative assistants, as well as the principal?

The more confident teachers are in their own authority, the more able they will be to let go of it a little so others can have autonomy and authority as well. In

Context-Based Learning: Why Mentorship Is More Effective than Formal Education The military and several missionary programs use a learning and teaching method known as “context-based learning” to radically accelerate the learning process. Context-based learning occurs in a social situation where knowledge is acquired and processed through collaboration and practical use, not merely the dissemination of information from a teacher. In order for this knowledge to be acquired, a learner engages in a real-life task, not a theoretical task. The skills the learner develops clearly match and naturally translate into real-world settings.

When the artist an the audience are together, collaboration on the work becomes mundane and actual; the work shapes itself in the speaker's voice and the listeners' response together. This powerful relationship can be, and in politics frequently is, abused: the speaker may appropriate the power to himself, dominating and exploiting the audience. When the power of the relationship is used not abused, when the trust is mutual, as when a parent tells a bedtime story or a teacher shares the treasures of the intellect or a poet speaks both to and for the listeners, real community is achieved; the occasion is scared.

Bordt, Rebecca L. & Carceral, K.C. "A Teaching Collaboration with a Prison Writer." Radical Teacher, vol. 94, 2012, pp. 24-33.

At other charter networks, the changes made to boost college success might look a little different, but they share one commonality: making students more independent learners and thus more likely to survive on a college campus. At Boston’s Brooke Charter Schools, for example, which just launched its first high school and has yet to send any graduates to college, the mindset begins in the earliest grades. During one visit there, I watched fourth-grade teacher Heidi Deck practice “flipped instruction,” in which students, when presented with a new problem, are first asked to solve it on their own, armed only with the tools of lessons learned from previous problems. “We really push kids to be engaged with the struggle,” said Deck. Next, she invites them to collaborate with one another to solve the problem, followed by more individual attempts to do the same. Always, Deck expects the students to figure out the puzzle. This is exactly the opposite of the most common approach to instruction, in which teachers demonstrate and then have students practice what they just watched. That’s dubbed the “I do —we do —you do” approach. With flipped instruction —and the many other teacher innovations here —“kids have to do the logical work of figuring something out rather than repeating what the teacher does,” said Brooke’s chief academic officer, Kimberly Steadman. The goal: Starting with its Class of 2020, the first graduating class Brooke sends off to college, all its students will be independent learners, able to roll with the surprises that confront all college students, especially first-generation college-goers.

Collaboration with stakeholders is key in executing the school business plan, ensuring alignment of efforts and resources towards shared goals.

The role of school administrators encompasses strategic planning, curriculum collaboration, and student support to ensure the school's success.

The scope of a school administrator's work includes fostering collaboration, ensuring compliance, and addressing complex legal issues to uphold educational standards.

School administrators play a key role in curriculum collaboration, ensuring alignment with educational goals and standards to enhance student learning outcomes.

Curriculum development is a collaborative endeavour, involving teachers, administrators, parents, and other stakeholders, all working together to provide the best possible education for students.

Creating a positive and inclusive learning environment is a priority in rapid learning classes. Teachers strive to make learners feel supported, respected, and motivated. The emphasis is on fostering active engagement, keeping encouraging students motivated, and promoting collaborative learning experiences.