Responsive Classroom Quotes

I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.

When everyone in the classroom, teacher and students, recognizes that they are responsible for creating a learning community together, learning is at its most meaningful and useful.

Personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue’s responsibility until it engulfs his pupils’ lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.

The white kids had better vocabularies than I and, what was more appalling, less fear in the classrooms. They never hesitated to hold up their hands in response to a teacher's question; even when they were wrong they were wrong aggressively, while I had to be certain about all my facts before I dared to call attention to myself.

The need to agitate for criticality historically spoke to the social unrest at the time, and I argue that the need to agitate is still necessary and pressing in classrooms today.

There’s a moment in [Anne of Green Gables] where Anne Shirley (great character) […] is in the same classroom as Gilbert Blythe and she hit’s him over the head with a slate, which is their kind of writing tool, and I always say that moment for me was just, I was just absolutely mesmerised. I thought it was so romantic, though she hated his guts. I would always say that in every one of my novels there is a moment where my characters metaphorically hit their potential love interests over the head with a slate. It could be that winning an argument or getting the upper hand, an example in say The Piper’s Son could be here’s Tom thinking it will be easy, text messaging Tara saying ‘How’s it going, babe’ and her response, that for me is the hitting someone over the head with a slate. It happens in Saving Francesca when she kind of meets Will and Will’s such a bastard to her. So they’re moments I kind of adopted and I loved that particular one, so I would say [L.M. Montgomery] was a major influence.

Every one of us needs a teacher. But every one of us also needs to be a teacher. It doesn’t mean we will stand before a large audience or have a classroom we are responsible for. It may be a son and daughter we read Bible stories to in our home. It may be a friend we meet with over coffee to read a passage of Scripture and pray

Professional passion is an absolute treasure chest filled with everything we need to steadfastly refuse to enter the classroom with anything less than a burning hot passion for the awesome job and responsibility that lies before us.

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes. In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children, both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.

Girls like Mia and Shanice draw important connections between their desire to learn and their inability to do so in chaotic learning environments. Across the country, Black girls have repeatedly described “rowdy” classroom environments that prevent them from being able to focus on learning. They also described how the chaotic learning environment has, in some cases, led to their avoidance of school or to reduced engagement in school. In other situations, girls described contentious and negative interactions between teachers and students as the norm. In today’s climate of zero tolerance, where there are few alternatives to punishing problematic student behavior, the prevailing school discipline strategy, with its heavy reliance on exclusionary practices—dismissal, suspension, or expulsion—becomes a predictable, cyclical, and ghettoizing response.

God does not hold our environment accountable for our behavior; he holds us accountable. (p79)

Student diversity in classrooms increases the need for diversity in teaching approaches.

There's only one things more contagious than enthusiasm, and that's the lack of it

The last question "What do humanizing practices look like in and outside of the classroom?" is also essential, because it speaks to those "social justice" educators who leave the school and don't live in anti-racist, anti-sexist, and other anti-oppressive ways in their daily lives. This is why we must not just be non-racist or non-oppressive but also work with passion and diligence to actively disrupt oppression in and outside of the classroom. Simple good intentions aren't enough. The intentions must be deliberately connected to actions.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries.

It has long been known that learners remember responses they generate themselves better than those responses that are given to them, and this is now often called the generation effect (Slamecka & Graf, 1978). In particular, one hour students spend writing test questions on what they have been studying results in more learning for them than one hour spent working with a study guide, answering practice tests, or leaving the students to their own devices (Foos, Mora, & Tkacz, 1994).

The value of the student’s question is supreme. The best initial response to a question is not to answer it, per se, but to validate it, protect it, support it, and make a space for it. Like a blossom just emerging, a question is vulnerable and delicate. A direct answer can extinguish a question if you’re not careful. But if you nourish the blossom, it will grow and give fruit in the form of insight as well as more questions. In short, a question needs to be nurtured more than answered. It should be given center stage, admired, relished, embraced, and sustained.

By third grade, I was writing Timmy McBrown: Boy Detective stories on narrow-lined paper and secretly handing them around the classroom. In fourth grade, I typed out my first science fiction story on old Underwood upright. In fifth grade, I wrote and circulated an elaborate sequel to The Wizard of Oz. Occasionally these stories were intercepted by the teacher and I was scolded for wasting time. Thank God for that response! Writing, I'm convinced, should be a subversive activity -- frowned on by the authorities -- and not one cooed over and praised beyond common sense by some teacher.

We often think of authority as a response to disobedience: a child acts up, so a teacher cracks down. Stella’s classroom, however, suggests something quite different: disobedience can also be a response to authority. If the teacher doesn’t do her job properly, then the child will become disobedient. “With

Leave all the ‘wise men to mock it or tolerate.’ Let them reach the moon or the stars, they are all dead. Nothing lives outside of man. Man is the living soul, turning slowly into a life-giving Spirit. But you cannot tell it except in a parable or metaphor to excite the mind of man to get him to go out and prove it. Leave the good and evil and eat of the Tree of Life. Nothing in the world is untrue if you want it to be true. You are the truth of everything that you perceive. ‘I am the truth, and the way, the life revealed.’ If I have physically nothing in my pocket, then in Imagination I have MUCH. But that is a lie based on fact, but truth is based on the intensity of my imagination and then I will create it in my world. Should I accept facts and use them as to what I should imagine? No. It is told us in the story of the fig tree. It did not bear for three years. One said, ‘Cut it down, and throw it away.’ But the keeper of the vineyard pleaded NO’! Who is the tree? I am the tree; you are the tree. We bear or we do not. But the Keeper said he would dig around the tree and feed it ‘or manure it, as we would say today’ and see if it will not bear. Well I do that here every week and try to get the tree ‘you’ me to bear. You should bear whatever you desire. If you want to be happily married, you should be. The world is only response. If you want money, get it. Everything is a dream anyway. When you awake and know what you are creating and that you are creating it that is a different thing. The greatest book is the Bible, but it has been taken from a moral basis and it is all weeping and tears. It seems almost ruthless as given to us in the Gospel, if taken literally. The New Testament interprets the Old Testament, and it has nothing to do with morals. You change your mind and stay in that changed state until it unfolds. Man thinks he has to work himself out of something, but it is God asleep in you as a living soul, and then we are reborn as a life-giving spirit. We do it here in this little classroom called Earth or beyond the grave, for you cannot die. You can be just as asleep beyond the grave. I meet them constantly, and they are just like this. Same loves and same hates. No change. They will go through it until they finally awake, until they cease to re-act and begin to act. Do not take this story lightly which I have told you tonight. Take it to heart. Tonight when you are driving home enact a scene. No matter what it is. Forget good and evil. Enact a scene that implies you have what you desire, and to the degree that you are faithful to that state, it will unfold in your world and no power can stop it, for there is no other power. Nothing is independent of your perception of it, and this goes for that great philosopher among us who is still claiming that everything is independent of the perceiver, but that the perceiver has certain powers. It is not so. Nothing is independent of the perceiver. Everything is ‘burned up’ when I cease to behold it. It may exist for another, but not for me. Let us make our dream a noble one, for the world is infinite response to you, the being you want to be. Now let us go into the silence.

But calm is precisely what is absent from love’s classroom. There is simply too much on the line. The “student” isn’t merely a passing responsibility; he or she is a lifelong commitment. Failure will ruin existence. No wonder we may be prone to lose control and deliver cack-handed, hasty speeches which bear no faith in the legitimacy or even the nobility of the act of imparting advice. And no wonder, too, if we end up achieving the very opposite of our goals, because increasing levels of humiliation, anger, and threat have seldom hastened anyone’s development. Few of us ever grow more reasonable or more insightful about our own characters for having had our self-esteem taken down a notch, our pride wounded, and our ego subjected to a succession of pointed insults. We simply grow defensive and brittle in the face of suggestions which sound like mean-minded and senseless assaults on our nature rather than caring attempts to address troublesome aspects of our personality. Had

When we use any teaching approach, we need to be clear exactly what it's intended to achieve. This clarity should be apparent not just to us but also to students. So a lecture should begin with the lecturer explaining its purpose, its relevance to course goals and the syllabus, and its connection to earlier class sessions or assignments.

In this regard, it is important to realize that the classroom and the educational system, in general, is a coercive environment. This means that the environment is imposed upon children as opposed to allowing to develop or choose it. Essentially, we judge students based upon on how well they fit into this coercive environment. A broader perspective suggests that when a child finds that she is an environment that is not suited to her, her natural response is to try to change that environment. In the case of a child that is overwhelmed by an overly complex environment, this kind of response is less likely because of the challenge she faces in dealing with the environment, but it could occur. In the case of the child that finds herself in an environment that is too simple, the natural response is apparent: an attempt to make the environment more interesting, more stimulating – so-call disruptive behavior. Therefore, the disruptive classroom behavior is actually quite a reasonable consequence of a coercive environment.

Yet trauma has been hard for the academic world to define and therefore understand its full scope. Part of the challenge is that ‘bad event’ is subjective. Let’s take an example. Consider, say, a fire at an elementary school. A veteran fire-fighter can walk right up to the flames and put them out, business as usual. In contrast, a first-grader witnessing his classroom burst into flames will experience minutes of intense fear, confusion, and helplessness. This illustrates one of the key issues in understanding a potentially traumatic event. How does the individual experience the event? What is going on inside the person; is the stress response activated in extreme and prolonged ways?

instructional conversation, the kind of talk that acts like a mental blender, mixing together new material with existing knowledge in a student’s schema. Using discussion protocols like World Café, Four on a Pencil, and Give One Get One help create variety in the ways students talk to each other in the classroom, offering a chance to both work collaboratively and have their individual voices heard.

America comes with both rights and responsibilities. You have, for example, the right to free speech, but you have the responsibility to not yell 'fire' in a crowded theater. If you don't live up to that responsibility, you face certain consequences. It's a simple but effective formula. Unfortunately, tenured professors are completely insulated from it. They can scream fire in their classrooms all they want - and then hide behind their tenure if anyone questions them on it.

According to the Southern Poverty Law Center, the school-to-prison pipeline is a set of seemingly unconnected school policies and teacher instructional decisions that over time result in students of color not receiving adequate literacy and content instruction while being disproportionately disciplined for nonspecific, subjective offenses such as “defiance.” Students of color, especially African American and Latino boys, end up spending valuable instructional time in the office rather than in the classroom. Consequently, they fall further and further behind in reading achievement just as reading is becoming the primary tool they will need for taking in new content. Student frustration and shame at being labeled “a slow reader” and having low comprehension lead to more off-task behavior, which the teacher responds to by sending the student out of the classroom. Over time, many students of color are pushed out of school because they cannot keep up academically because of poor reading skills and a lack of social-emotional support to deal with their increasing frustration.

None of them was impressed with Gravel, who at present was their commander. He had, in their eyes, failed them. He had sent Meadows and Downs out on missions that were foredoomed. It wasn’t all his fault, because he was getting pushed around from above, and he had complained about it bitterly and consistently. But part of being a leader was being able to push up as well as down. You didn’t ask men to risk everything on a mission that you did not believe in yourself. Gravel had been doing this now for several days. The men knew when they were being misused. This was the real deal, not some classroom exercise. These were blood decisions. They were the most important ones a military commander is asked to make. If you knew more because of where you were and what you saw, then you stood your ground. You didn’t just protest; if need be, you refused. You put your judgment on the line. This might destroy your career—hell, it would certainly destroy your career—but you accepted that, because whatever happened to you, your career, your reputation, these were minor things by comparison. Lives were at stake. A real leader knew his responsibility was not first and foremost to himself; it was to his men, and the mission. What mattered in combat, what really mattered, was not only understanding why you asked men to risk their lives, but making them understand. Men would willingly risk their lives, but they needed to know that it counted. And they needed to know they had a chance. If the commander believed those things himself, he could convince his men. The problem here was that neither the young company commanders nor Gravel held that belief.

A more generous assessment of the learning styles movement is that, in attempting to address the inherent diversity of classrooms, it has broadened the range of pedagogical options available. As Jim Scrivener (2012: 106) argues, even if learning styles are simply unfounded hunches, ‘perhaps their main value is in offering us thought experiments along the lines of “what if this were true?” – making us think about the ideas and, in doing so, reflecting on our own default teaching styles and our own current understanding of learner differences and responses to them.

His father considered that bones and muscles were “sufficient to make a man” and that time in school was “doubly wasted.” In rural areas, the only schools were subscription schools, so it not only cost a family money to give a child an education, but the classroom took the child away from manual labor. Accordingly, when Lincoln reached the age of nine or ten, his own formal education was cut short. Left on his own, Abraham had to educate himself. He had to take the initiative, assume responsibility for securing books, decide what to study, become his own teacher.

If there was any part of the global crisis that the United States owned, it was the chaos that was unfolding in the Middle East. The United States had not played a direct role in the ethnic cleansing that had taken place in Southeast Asia, or the wars that had broken out across Africa. But the United States was directly responsible for the chain of events that led up to the destruction of Iraq and the related dissolution of Syria. If there were any refugees this country might have felt a moral obligation to accept, it would be people from some of the very countries listed in the ban.

teachers typically gave students no more than a second or two before they directed the question to another student or answered the question themselves. They also tended to repeat or paraphrase the question several times rather than silently wait for the student to formulate a response. Although such rapid question/answer patterns are typical of audiolingual classes, they also occur in communicative instruction. Finding a balance between placing too much pressure on students to respond quickly and creating awkward silences seems to be a real challenge. Research has shown that when teachers are trained to give their students more time to respond to questions, not only do students produce more responses but their responses are also longer and more complex. Not surprisingly, this effect has been observed to be stronger with open/referential questions compared with closed/display questions (Long et al. 1985). In classrooms with students at different age levels and in different kinds of instruction, finding the right balance can lead to students providing fuller answers, expanding their ideas, and more successfully processing the material to be learned. Study 10: Time for learning languages in school

For those teachers I have mentioned, and also for me, teaching is much more than a job. It is a responsibility to those under my supervision—a responsibility to teach them. And how can I tell if I’ve taught them, if I’ve been successful? Right. Only if they’ve learned. Therefore, I have learned to focus on studying people, especially young people. I study the way they react, the way they are motivated, the way they are frustrated, and the way they work. This will help me discover the way they learn and when I discover that, I’m half way there. The methods I learned, both for the classroom and for the court, were created from and for my students.” - John Wooden

Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”

Most of us are still in some small way victims of the Industrial Revolution. Whether through our grandparents, our parents, or our own experience, we were raised to believe that our place in life required compliance and conformity rather than creativity and uniqueness. We have been raised in a world where information is deemed far more important than imagination. Adults replaced dreams with discipline when they were finally ready to grow up and be responsible for their lives. Whether this contrast was reinforced on an assembly line, in a cubicle, or in a classroom, the surest path to acceptance in society is accepting standardization. And we more than willingly, relinquish our uniqueness.

Western societies want men to be upstanding, proactive citizens who take responsibility for themselves, who work with others to improve their communities and nation as a whole. The irony is that society is not giving the support, guidance, means, or places for these young men even to be motivated or interested in aspiring to these goals. In fact, society - from politics to the media to the classroom to our very own families - is a major contributor to this demise because it is inhibiting young men's intellectual, creative, and social abilities right from the start. And the irony is only compounded by the fact that men play such a powerful part in society, which means they are effectively denying their younger counterparts the opportunity to thrive.

Nearly three thousand people died on 9/11. Imagine everyone you love, everyone you know, even everyone with a familiar name or just a familiar face—and imagine they’re gone. Imagine the empty houses. Imagine the empty school, the empty classrooms. All those people you lived among, and who together formed the fabric of your days, just not there anymore. The events of 9/11 left holes. Holes in families, holes in communities. Holes in the ground. Now, consider this: over one million people have been killed in the course of America’s response. The two decades since 9/11 have been a litany of American destruction by way of American self-destruction, with the promulgation of secret policies, secret laws, secret courts, and secret wars, whose traumatizing impact—whose very existence—the US government has repeatedly classified, denied, disclaimed, and distorted.

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

It wasn’t until the mid-1500s that a Venetian professor by the name of Matteo Realdo Colombo, who had previously studied anatomy with Michelangelo, stumbled upon a mysterious protuberance between a woman’s legs. As described in Federico Andahazi’s historical novel The Anatomist, Colombo made this discovery while examining a patient named Inés de Torremolinos. Colombo noted that Inés grew tense when he manipulated this small button, and that it appeared to grow in size at his touch. Clearly, this would require further exploration. After examining scores of other women, Colombo found that all of them had this same heretofore “undiscovered” protuberance and that they all responded similarly to gentle manipulation. In March of 1558, Andahazi tells us that Colombo proudly reported his “discovery” of the clitoris to the dean of his faculty.6 As Jonathan Margolis speculates in O: The Intimate History of the Orgasm, the response was probably not what Colombo had anticipated. The professor was “arrested in his classroom within days, accused of heresy, blasphemy, witchcraft and Satanism, put on trial and imprisoned. His manuscripts were confiscated, and his [discovery] was never permitted to be mentioned again until centuries after his death.

Women's studies classes do not have to be a struggle for power between white women and women of color, yet that is often what they are because of white women's racism. White women must understand that the anger of women of color express in and outside of the classroom towards them is not an issue of "hurt feelings" or "misunderstandings". to reduce our experience of that racism to "misunderstandings" is both racist and reductionist. It is akin to men telling women that we are overreacting to their sexism. The anger of women of color is a rational, response to our invisibility. It is a rational response to a racist, sexist, capitalist structure. It is not constructive for white women to tell us that our anger is making it hard for them to relate to us, that our anger makes them feel uncomfortable, that we are not willing to find common alliances with them. This is a classic example of white women's racism. They fail to realize that in telling us there is no place for our rage, they are becoming a part of what is colonizing us---the denial of our reality. They have to accept the fact that they don't understand our experiences and have an opportunity to learn something, maybe even about themselves as opposed to wanting to shut us up. Only then can any true understanding result among us.

Even male children of affluent white families think that history as taught in high school is “too neat and rosy.” 6 African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly. Students of color do only slightly worse than white students in mathematics. If you’ll pardon my grammar, nonwhite students do more worse in English and most worse in history.7 Something intriguing is going on here: surely history is not more difficult for minorities than trigonometry or Faulkner. Students don’t even know they are alienated, only that they “don’t like social studies” or “aren’t any good at history.” In college, most students of color give history departments a wide berth. Many history teachers perceive the low morale in their classrooms. If they have a lot of time, light domestic responsibilities, sufficient resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses. All too many teachers grow disheartened and settle for less. At least dimly aware that their students are not requiting their own love of history, these teachers withdraw some of their energy from their courses. Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next test. College teachers in most disciplines are happy when their students have had significant exposure to the subject before college. Not teachers in history. History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school to make room for more accurate information. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don’t assume that Euclidean geometry was mistaught. Professors of English literature don’t presume that Romeo and Juliet was misunderstood in high school. Indeed, history is the only field in which the more courses students take, the stupider they become. Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we arrived at this point. Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to sociologist C. Wright Mills, we know we do.8

The Sputnik moment for the Open Classroom movement came in 1983, when a blue-ribbon commission appointed by Ronald Reagan’s Secretary of Education, T. H. Bell, delivered a scathing report, entitled, A Nation at Risk, whose famously ominous conclusion warned that “the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” The response this time was a fervent and growing bipartisan campaign for more accountability from schools, mostly in the form of more of those standardized tests. And by 2001, “accountability” had become a buzzword. Under President George W. Bush that year, the “No Child Left Behind” Act tied federal funding to students’ performance on tests. Eight years later, President Barack Obama’s “Race to the Top” program sought similar results, although this time using carrots instead of sticks. However the federal policy was constructed, the message was becoming clear: for schools to survive, their students would have to score high on mandated tests. Teachers consequently understood that to preserve their own jobs, they’d have to spend more time and energy on memorization and drills. The classrooms of the so-called Third Industrial Revolution began to look ever more like the dreary common schools of the turn of the twentieth century, and the spirit of Emile retreated once again.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

A folded triangle of paper landed in the center of his notebook. Normally he’d unfold it discreetly, but Beamis was so clueless that the note could have hit him in the head and he wouldn’t notice. Loopy script in purple pen. The paper smelled like her. What’s your #? Wow. Hunter clicked his pen and wrote below her words. I have a theory about girls who ask for your number before asking for your name. Then he folded it up and flicked it back. It took every ounce of self-control to not watch her unfold it. The paper landed back on his desk in record time. I have a theory about boys who prefer writing to texting. He put his pen against the paper. I have a theory about girls with theories. Then he waited, not looking, fighting the small smile that wanted to play on his lips. The paper didn’t reappear. After a minute, he sighed and went back to his French essay. When the folded triangle smacked him in the temple, he jumped a mile. His chair scraped the floor, and Beamis paused in his lecture, turning from the board. “Is there a problem?” “No.” Hunter coughed, covering the note with his hand. “Sorry.” When the coast was clear, he unfolded the triangle. It was a new piece of paper. My name is Kate. Kate. Hunter almost said the name out loud. What was wrong with him? It fit her perfectly, though. Short and blunt and somehow indescribably hot. Another piece of paper landed on his notebook, a small strip rolled up tiny. This time, there was only a phone number. Hunter felt like someone had punched him in the stomach and he couldn’t remember how to breathe. Then he pulled out his cell phone and typed under the desk. Come here often? Her response appeared almost immediately. First timer. Beamis was facing the classroom now, so Hunter kept his gaze up until it was safe. When he looked back, Kate had written again. I bet I could strip na**d and this guy wouldn’t even notice. Hunter’s pulse jumped. But this was easier, looking at the phone instead of into her eyes. I would notice. There was a long pause, during which he wondered if he’d said the wrong thing. Then a new text appeared. I have a theory about boys who picture you na**d before sharing their name. He smiled. My name is Hunter. Where you from? This time, her response appeared immediately. Just transferred from St. Mary’s in Annapolis. Now he was imagining her in a little plaid skirt and knee-high socks. Another text appeared. Stop imagining me in the outfit. He grinned. How did you know? You’re a boy. I’m still waiting to hear your theory on piercings. Right. IMO, you have to be crazy hot to pull off either piercings or tattoos. Otherwise you’re just enhancing the ugly. Hunter stared at the phone, wondering if she was hitting on him—or insulting him. Before he could figure it out, another message appeared. What does the tattoo on your arm say? He slid his fingers across the keys. It says “ask me about this tattoo.” Liar. Mission accomplished, I’d say. He heard a small sound from her direction and peeked over. She was still staring at her phone, but she had a smile on her face, like she was trying to stifle a giggle. Mission accomplished, he’d say.

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All

The most effective learning takes place in the classroom, where you can easily raise your hand, engage in spontaneous discussions with classmates and faculty, turn to the person next to you to ask for clarification, or approach the professor after class or during office hours to ask questions or exchange viewpoints in a way that practically guarantees an instant response and is not constrained by typing, software interfaces, or waiting for a response.

A few white children were friendly, but others were hostile or simply distant. Teachers unthinkingly added to both problems by physically separating black students in the classroom either for special instruction or in response to the black students' requests.

It is not surprising that music can incite a broad range of motions, including passion, serenity, and fear. Most of us can recall instances when music caused changes in our own emotional levels, perhaps when we listened to Handel’s Hallelujah Chorus or the background music in a movie thriller. The reason for the emotional arousal appears to be that music affects levels of several brain chemicals, including epinephrine, endorphins, and cortisol, the hormone involved in the “fight-or-flight” response. In Chapter 9, we saw that one of the links between emotion and memory involves these same neurotransmitters and hormones. Perhaps this is why a mere snippet of a song from our past can trigger highly vivid memories.

It is not surprising that music can incite a broad range of emotions, including passion, serenity, and fear. Most of us can recall instances when music caused changes in our own emotional levels, perhaps when we listened to Handel’s Hallelujah Chorus or the background music in a movie thriller. The reason for the emotional arousal appears to be that music affects levels of several brain chemicals, including epinephrine, endorphins, and cortisol, the hormone involved in the “fight-or-flight” response. In Chapter 9, we saw that one of the links between emotion and memory involves these same neurotransmitters and hormones. Perhaps this is why a mere snippet of a song from our past can trigger highly vivid memories.

Perceptual motor therapy provides integrated movement experiences that remediate gross-motor, fine-motor, and visual discrimination problems. Activities, including sensory-input techniques, stimulate left/right brain communication to help the child interpret incoming information to the nervous system. Goals are to develop more mature patterns of response to specific stimuli, improve motor skills and balance, and stimulate alternate routes to memory and sequencing for those children who do not respond to the methods taught in the conventional classroom.

His message grew more urgent. “It is now our responsibility and yours, young students, to tell others they must remember so that it will never again be possible for police to come into our classrooms as hunters,” he said. “French police came to hunt down French girls, classmates of women who are with us tonight. Be vigilant so that it never happens again. Because anything is possible, always, always. You students must transmit the message to your generation that you must not discriminate, that you must not differentiate, that there can be no killing for religion or skin color.

I had a conversation with a legislator that went something like this: “I don’t believe we can make judgments about the effectiveness of a teacher based only on test scores,” he said. “I don’t believe we should, either,” I responded. “We should look at teacher effectiveness through a variety of lenses. However, I think it’s critical that student achievement growth is a significant one of those factors.” He looked at me skeptically. So I continued: “When I came to Washington, D.C., public schools, eight percent of the eighth graders in the city’s schools were on grade level in mathematics. Eight percent! That means ninety-two percent of our kids did not have the skills and knowledge necessary to be productive members of society.” I told him that when I looked at the evaluations of the adults in the system at the same time, it turned out that 98 percent of teachers were being rated as doing a good job. How can you possibly have that kind of a disconnect? And I asked, “How can you have a functional organization in which all of your employees believe they’re doing a great job, but what they’re producing is 8 percent success?” “Well, that’s not the teacher’s fault,” the legislator said. “Exactly,” I said. “The teachers weren’t the ones who created this broken and bureaucratic system. They know the evaluation system isn’t good. They also know it needs to change.” “But I still don’t think we should look at test scores,” the legislator continued. “It just isn’t fair.” “Let me ask you a question,” I said. “Do you have children?” “Yes,” he said. “I have a daughter who is going into the fourth grade.” “Okay,” I said. “Let’s say that there are two fourth-grade teachers in your daughter’s school. You find out that for the last five years, students in one of the classes have consistently scored in the bottom five percent of the state on standardized test score. The other’s students have consistently scored in the top five percent of the state on the same test. What would you do?” “I’d make sure she was in the classroom of the person who had the high test scores,” he answered—without a hint of irony to his response. “What?” I responded. “But how could you do that? You made that decision solely on the basis of test scores! You didn’t even go into their classrooms!” He stared at me for a moment, confused. Then he smiled and said, “Okay, you got me.” “My point is that student academic achievement does matter,” I said. “It shouldn’t be everything. I think it’s important to consider a broad range of factors in a teacher’s evaluation. But how much students learn has to be a major piece of it.

The Responsive Classroom approach creates an ideal environment for learning--every teacher should know about it.

The Responsive Classroom approach creates an ideal environment for learning--every teacher should know about it.

I guess there was always some ‘’me’’ inside that small and, later, somewhat bigger shell around which ‘’everything’’ was happening. Inside that shell the entity which one calls ‘’I’’ never changed and never stopped watching what was going on outside. I am not saying to hint at pearls inside. What I am saying is that the passage of time does not much affect that entity. To get a low grade, to operate a milling machine, to be beaten up at an interrogation, or to lecture on Callimachus in a classroom is essentially the same. This is what makes one feel astonished when one grows up and finds oneself tackling the tasks that are supposed to be handled by grownups. The dissatisfaction of a child with his parents control over him and the panic of an adult confronting a responsibility are of the same nature. One is neither of these figures ; one is perhaps less than ‘’one’’.

the classroom environment can be a setup for serious stress-related health problems. In a sense, both teachers and their students are “captives”—they can’t leave during class without suffering adverse consequences. Furthermore, the social and emotional dynamics of a room full of children or adolescents can be intense and sometimes chaotic. Under pressure, some students become disruptive, distracted, and even defiant, and teachers may become anxious, frustrated, embarrassed, and hopeless. From this perspective, it’s easy to see why teachers are burning out and students aren’t learning. The stress response is derailing our teaching and our students’ learning.

Charlemagne was intimately involved in the new interest in philosophy in his court. One of the earliest, in-part philosophical texts was issued as if it were by Charlemagne himself, no less: the Work of King Charles against the Synod (known also as the Libri Carolini) – the Latin response to the Greek position on image worship.2 Charlemagne’s leading court intellectual, Alcuin, depicts the king as his pupil, being instructed in logic and rhetoric in two of Alcuin’s didactic dialogues. One of these, On Dialectic, is the first medieval logical textbook. Of course, Charlemagne’s authorship and participation in classroom instruction represent not realities, but an ideology: that of royal approval for logic especially, both as a tool for understanding Christian doctrine and as a weapon in religious controversy

As he saw it, it was part of his responsibility, what he’d been elected to do—to look rather than look away, to stay upright when the rest of us felt ready to fall down. Which is to say that by the time I found him, he’d been briefed in detail on the graphic, horrid crime scene at Sandy Hook. He’d heard about blood pooled on the floors of classrooms and the bodies of twenty first graders and six educators torn apart by a semiautomatic rifle. His shock and grief would never compare with that of the first responders who’d rushed in to secure the building and evacuate survivors from the carnage. It was nothing next to that of the parents who endured an interminable wait in the chilly air outside the building, praying that they’d see their child’s face again. And it was nothing at all next to those whose wait would be in vain.

The schools didn’t have enough information to guide safe decisions to reopen. At best, these political efforts were a misreading of the value that information could play in supporting action in the setting of uncertainty. Did masks lower the likelihood of spread in classrooms? Did distancing help? Was keeping students in distinct social pods effective? These were critical questions that needed to be answered. If we had data to guide these actions, more schools would have had a framework to know how to both stay open and reduce the risk of outbreaks. Secretary of Education Betsy DeVos said it wasn’t the responsibility of her department to collect and report this information.

Teachers are responsible for showing what an inclusive, caring community looks like, expressing confidence in the goal, and articulating how to make it work.

Scientists agree that while high sensitivity allows individuals to be especially aware of nuances in their surroundings - like subtle sounds, unique smells, and different textures - it also causes people to feel overwhelmed. Stadiums and concerts and busy markets can be exasperating rather than enjoyable. So too can loud classrooms and testy tones of voice. To survive, sensitive people might try to control their surroundings, they can become less emotionally flexible, and they might even flee. Essentially, life is richer yet harder for individuals with high sensitivity. Unfortunately, rather than appreciate the valuable attributes of sensitive people, modern society often regards them disdainfully. The exceptional skills related to sensitivity are disregarded as 'soft', and the people themselves are devalued for being delicate, inhibited, reactive, rigid and anxious. Aware of the excessive scrutiny they face, sensitive kids might feign composure at school and then break down at home. They also mighty become perfectionists and react intensely to even the slightest error. Many seek constant affirmation to calm their nerves and perform poorly when watched or tested. Given these distinct responses, experts encourage adults to allow for calmer environments, gentler forms of guidance, and more compassion.

At the heart of what determines a person’s behaviors related to self-awareness, self-management, responsible decision making, relationship skills, and social awareness is their belief system. This includes both their conscious and unconscious belief systems. Becoming self-aware of these beliefs is a prerequisite to changing a person’s social-emotional behaviors. As educators, we can best help our students by working to understand our belief systems as well as those of our students, our teaching team, our school, and the parents and guardians of our students.

In addition, teachers who can manage their emotions are more likely to display positive affect and higher job satisfaction (Brackett et al., 2010). Thus, looking at their own emotional response helps teachers recognize the emotional nature of their work, identify and reflect on their emotions and their causes, and cope with difficult emotions through reframing, problem solving, and emotional management (Chang, 2009).

Effective classroom management isn't just about controlling behaviour; it's about creating a culture of respect, responsibility, and collaboration.

As educators, it's our responsibility to create environments where students can thrive academically and emotionally, without resorting to harmful or demeaning practices.

One lesser-known fact about school curriculums is that they are dynamic and responsive, reflecting ongoing changes in educational research, societal needs, and student aspirations.

Relationships are a girl’s primary classroom, and what they learn about responsibility in relationship forms the foundation of lifelong habits. Honesty is as much a skill as it is a value. Admitting a wrong is a high-stakes, nerve-racking experience; the longer girls go without these formative moments, the more terrifying they will seem. In confrontation, the need to be seen as Good—and the fear of being exposed as Bad—will pull girls’ strings like a puppeteer. If girls feel they cannot be straightforward about their mistakes, they will hide them and take their true selves underground. And if they feel unable to own mistakes, they will not feel comfortable learning to make them.

The New (Tongue-in-Cheek) Rules for Teachers 2013 You may never complain and if you do, you will be labeled greedy and lazy. You will be held responsible for the performance of your classroom, regardless of socio-economic background, learning ability, and home life. You may not drink socially if a parent or coworker finds it offensive. Your personal opinions must always reflect the general consensus around you, even when these change. Any past indiscretions will come back to haunt you. You may not participate in any form of social networking or hold an online identity. Do as the politicians say, not as they do.

As you doubtless noticed, sometimes the words matched the pictures and sometimes they didn’t. It probably felt more difficult to name the pictures when there was a mismatch. That’s because when an experienced reader sees a printed word, it’s quite difficult not to read it. Reading is automatic.Thus the printed word pants conflicts with the word you are trying to retrieve, shirt. The conflict slows your response. A child just learning to read wouldn’t show this interference, because reading is not automatic for him.When faced with the letters p, a, n, t, and s, the child would need to painstakingly (and thus slowly) retrieve the sounds associated with each letter, knit them together, and recognize that the resulting combination of sounds forms the word pants. For the experienced reader, those processes happen in a flash and are a good example of the properties of automatic processes: (1) They happen very quickly. Experienced readers read common words in less than a quarter of a second. (2) They are prompted by a stimulus in the environment, and if that stimulus is present, the process may occur even if you wish it wouldn’t.Thus you know it would be easier not to read the words in Figure 3, but you can’t seem to avoid doing so. (3) You are not aware of the components of the automatic process.That is, the component processes of reading (for example, identifying letters) are never conscious.The word pants ends up in consciousness, but the mental processes necessary to arrive at the conclusion that the word is pants do not.The process is very different for a beginning reader, who is aware of each constituent step (“that’s a p, which makes a ‘puh’ sound . . .”). FIGURE 3: Name each picture, ignoring the text. It’s hard to ignore when the text doesn’t match the picture, because reading is an automatic process.   The example in Figure 3 gives a feel for how an automatic process operates, but it’s an unusual example because the automatic process interferes with what you’re trying to do. Most of the time automatic processes help rather than hinder. They help because they make room in working memory. Processes that formerly occupied working memory now take up very little space, so there is space for other processes. In the case of reading, those “other” processes would include thinking about what the words actually mean. Beginning readers slowly and painstakingly sound out each letter and then combine the sounds into words, so there is no room left in working memory to think about meaning (Figure 4).The same thing can happen even to experienced readers. A high school teacher asked a friend of mine to read a poem out loud. When he had finished reading, she asked what he thought the poem meant. He looked blank for a moment and then admitted he had been so focused on reading without mistakes that he hadn’t really noticed what the poem was about. Like a first grader, his mind had focused on word pronunciation, not on meaning. Predictably, the class laughed, but what happened was understandable, if unfortunate.

Assessment is the work of teachers. It is judgment. We wish we could wave a magic wand and free teachers from all formal assessment responsibilities so they could use their time working with students. However, as long as teachers are required to assess, it should be as nonintrusive as possible and not distract students from the learning process.

Research on comprehension-based approaches to second language acquisition shows that learners can make considerable progress if they have sustained exposure to language they understand. The evidence also suggests, however, that comprehension-based activities may best be seen as an excellent way to begin learning and as a supplement to other kinds of learning for more advanced learners. Comprehension of meaningful language is the foundation of language acquisition. Active listening and reading for meaning are valuable components of classroom teachers’ pedagogical practices. Nevertheless, considerable research and experience challenge the hypothesis that comprehensible input is enough. VanPatten’s research showed that forcing students to rely on specific linguistic features in order to interpret meaning increased the chances that they would be able to use these features in their own second language production. Another response to comprehension-based approaches is Merrill Swain’s (1985) comprehensible output hypothesis. She argues that it is when students have to produce language that they begin to see the limitations of their interlanguage (see Chapter 4). However, as we will see in the discussion of the ‘Let’s talk’ proposal, if learners are in situations where their teachers and classmates understand them without difficulty, they may need additional help in overcoming those limitations.

Anytime an adult feels it necessary to intervene in an educational transaction, they should take a deep breath and ask, “Is there some way I can do less and grant more authority, responsibility, or agency to the learner?

I stress this because I believe that personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment.

1. Having blurry or movable boundary lines of accountability is ineffective and unfair to children and causes tension in the classroom. 2. Once your consequences are in place and have been communicated clearly to your students, never waver. 3. When a student breaks a rule, especially in a dramatic way, don’t react immediately. Slow down your response and don’t let it affect you emotionally. 4. You have a responsibility to your students to enforce your consequences every time and to the letter. 5. Don’t make personal judgments or give lectures to individual students. Simply let the consequences do their job. 6. Never argue with students. Nothing good ever comes of it.

Judith Richards (1993), a teacher in Cambridge, Massachusetts, recounts her experience in a third/fourth grade classroom of children of white and African-American professionals and working-class Haitian immigrants. When she structured a traditional math problem-solving activity, the children of professionals invariably took the lead. However, when she embedded the same type of math problem-solving activity in a traditional Haitian folk tale, the Haitian children took the lead. It seems reasonable that culturally responsive pedagogy would positively affect learning. In both instances, the cognitive task facing children from cultures that were different from mainstream culture was simplified when they did not have to deal with both an unfamiliar speech event and instructional content. Further, one can imagine that using a familiar communication style could possibly reduce cultural dissonance, create a sense of membership, and symbolically affirm children who are members of racial minority groups (Erickson 1987).

1a What language do you speak best? Do you speak more than one language equally well? 1b When did you begin to learn this language (these languages)? 2     Which second or foreign language(s) have you learned with the most success? 3     Which second or foreign language(s) have you learned with the least success? 4     For the languages you mentioned in response to questions 2 and 3, answer the following questions in the appropriate columns:   Languages learned successfully Languages not learned successfully How old were you when you first tried to learn the language?                                                             Did you have a choice about learning this language or were you required to learn it?                                                           Do you currently speak this language regularly?                                                           Do you regularly read this language for information or enjoyment?                                                           How much of your learning experience with this language was in a foreign language classroom?                                                           If you no longer use this language on a daily basis, can you estimate how many years you spent learning or using it?                                                           Estimate how many hours of classroom instruction you had for this language.                                                           How much time have you spent living in a place where the language is spoken?                                                           Have you used the language to learn other subjects at school? At what level (elementary, secondary, university)?                                                           Do you have personal or emotional attachments to this language? For example, do you have peers or family members who speak this language?                                                           Do/did you enjoy studying the grammar of this language?                                                           Do/did you enjoy studying vocabulary in this language?                                                           Are/were you a successful student in other school subjects? Do you think of yourself as a person who likes to socialize? Do you think of yourself as a person who learns a new language easily? Photocopiable © Oxford University Press Table 3.1 Individual differences in language learning experience

Creating the Weather in the Classroom As Haim Ginott suggests, teachers “create the weather” in the classroom:   I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can humiliate, or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child is humanized or dehumanized [p. x].

Although he does not speak for all beginning secondary English teachers, we feel Matthew’s thoughts and experiences speak to the disconnect between understanding the concept of culturally responsive teaching and becoming a culturally responsive teacher. Like many beginning English teachers, he understands the concept of cultural responsiveness; he struggles, however, with how to move from the theory studied during preparation to the practice required for the classroom. There is no easy answer to this disconnect.

I knew a teacher that kept a calendar on his desk. He didn’t use it for lesson planning though. Instead he was marking time until summer. That’s what prisoners do on walls. They mark the days until they go free. But if you’re marking time as a teacher, you aren’t redeeming the time with your students. A parent drops a child off at the beginning of the year and it’s your job to redeem the time and educate that child. It’s your responsibility to see that child progress throughout the year. The child should be a better student as a result of being in your classroom. You are responsible—for successes and failures—and you have an obligation to students and parents to redeem every precious minute you’re given as an educator.

In March of 1558, Andahazi tells us that Colombo proudly reported his “discovery” of the clitoris to the dean of his faculty.6 As Jonathan Margolis speculates in O: The Intimate History of the Orgasm, the response was probably not what Colombo had anticipated. The professor was “arrested in his classroom within days, accused of heresy, blasphemy, witchcraft and Satanism, put on trial and imprisoned. His manuscripts were confiscated, and his [discovery] was never permitted to be mentioned again until centuries after his death.”7

A basic premise of restorative practices is that the increasingly inappropriate behavior in schools is a direct consequence of the overall loss of connectedness in our society. By fostering inclusion, community, accountability, responsibility, support, nurturing and cooperation, circles restore these qualities to a community or classroom and facilitate the development of character. As a consequence of fostering relationships and a sense of belonging, academic performance, too, flourishes.

Vaccinating your kids isn’t about parental choice. It’s about verifiable science, public health, and social responsibility, particularly considering the fact that every school classroom I’ve ever visited was a greasy, grimy Petri Dish of germs and airborne snot. Letting your unvaxxed spawn run amok in that hamster cage is not an expression of your freedom. It’s an expression of you being a selfish dick. Or dickette. And will result in creating a new generation of Typhoid Megans and Dylans. The

At the same time states across the country were rushing to adopt the Common Core, they were also adopting a new tool for evaluating teachers: the Danielson Framework. Like the Common Core, the framework is so laden with technocratic language that one might imagine its sole purpose is to confuse its readers. And as with the Common Core, if a teacher does not meet its demands, she may be out of a job. Taking its name from the education consultant Charlotte Danielson, the framework divides the teaching process into four “domains”: “planning and preparation,” “classroom environment,” “instruction,” and “professional responsibilities.” Each of these domains is then broken into four or five subcategories ranging from “using questioning and discussion techniques” to “showing professionalism.” Subcategories are then separated into a series of components. For example, the components of the subcategory “participating in the professional community” are: “relationships with colleagues,” “involvement in a culture of professional inquiry,” “service to the school,” and “participation in school and district projects.” Danielson describes “proficient” (tolerable) instruction in the “communicating with families” subcategory of the “professional responsibilities” domain as follows: “The teacher provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner.

Your brain is the “greediest” organ in the body; the resting brain uses oxygen and glucose at 10 times the rate of the rest of the body. Thus, even though the brain makes up less than 2.5 percent of total body weight, it is responsible for 20 percent of the body’s energy consumption.

Bronson finally wandered off. Trevor handed me a Sprite and sat on the ottoman next to my chair. “Are you having a good time?” he asked, gulping down his own drink.  I couldn’t tell what he was drinking since the glass was opaque, but I hoped he was keeping his word that his partying days were behind him. I sipped at my soda. “It's okay. I don't really know anybody though.” “It's getting close to midnight. Do you want to get out of here?” Relieved he had made the suggestion, I smiled. “Yes, please.”  He took my hand as we walked out to his car. “Where should we go?” I asked as I put on my seatbelt. “I know just the place.” He grinned as he started the engine. We drove for a while and when we stopped we were overlooking the valley. Even though it was cold outside, the view was spectacular.  Trevor left the car running so we could stay warm. Even so, I cuddled up to him. He gazed at me, the black of his pupils enlarged in his blue eyes. “It's midnight, Lily.” His voice was husky as he reached out and cradled my face in his hands. I closed my eyes, ready to accept his kiss. He pressed his lips against mine, gently at first, then more urgently. “I don't think I can wait four more weeks,” he groaned. “We're practically married now. Do we really need to wait?” I pulled back. “But we’re not actually married.” He stared at me in the dim moonlight. “You’re one stubborn girl.” Wanting to change the subject, I groped around in my mind for something else to talk about. The messages I'd received popped into my head and they wouldn't leave. “Trevor, I got a weird e-mail the other day.” “Oh, yeah?” He said without much enthusiasm.  “Yes. They were about you.” That got his attention. He sat up straighter. “Who sent them?” “I don't know,” I said. “Okay. What did they say?” “Basically, they told me not to marry you.”  “What?” He shifted in his seat to face me more squarely.  “That's right. This time I sent an e-mail back, though,” I smiled, proud I had taken some sort of action. “And did you get a response?” “Not yet.” His hand shot out and grabbed me by the arm. “Tell me if you do. Will you promise me?” Startled by his response, I said, “Okay, if that's what you want.” He let go of my arm and I rubbed it where he had squeezed.  “It's getting late. I'd better get you home.” Trevor put the car in gear and we drove toward my apartment. His sudden change in attitude concerned me. What did he know that he wasn’t telling me? The spring semester started a few days later. I was excited to begin my new classes and went eagerly to my first one. It was a required Humanities course. I was surprised to find Justin sitting in the classroom. There was an empty seat beside him and I pulled it out and sat down. “What are you doing in this class?” I said. “Oh, hey, Lily. How's it going?” His smile was warm and friendly. “Great. How about you? I hear you and Pamela are getting serious.”  “Yeah, but not as serious as you, I hear.”  I noticed he seemed very pleased to hear about my own engagement and was surprised. I guess he's over me, I thought. That's good, I suppose. “Yes. Three and a

From 'Creating True Peace' by Thich Nhat Hanh To better understand the practise of protection, please study the Five Mindfulness Trainings in Chapter 3, particularly the third, sexual responsibility. By practising the Third Mindfulness Training, we protect ourselves, our family, and society. In addition, by observing all the trainings we learn to eat in moderation, to work mindfully, and to organise our daily life so we are there for others. This can bring us great happiness and restore our peace and balance. Expressing Sexual Feelings with Love and Compassion Animals automatically follow their instincts, but humans are different. We do not need to satisfy our cravings the way animals do. We can decide that we will have sex only with love. In this way we can cultivate the deepest love, harmony, and nonviolence. For humans, to engage only in nonviolent sexuality means to have respect for each other. The sexual act can be a sacred expression of love and responsibility. The Third Mindfulness Training teaches us that the physical expression of love can be beautiful and transcendent. If you have a sexual relationship without love and caring, you create suffering for both yourself and your partner, as well as for your family and our entire society. In a culture of peace and nonviolence, civilised sexual behaviour is an important protection. Such love is not sheer craving for sex, it is true love and understanding. Respecting Our Commitments To engage in a sexual act without understanding or compassion is to act with violence. It is an act against civilization. Many people do not know how to handle their bodies or their feelings. They do not realise that an act of only a few minutes can destroy the life of another person. Sexual exploitation and abuse committed against adults and children is a heavy burden on society. Many families have been broken by sexual misconduct. Children who grow up in such families may suffer their entire lives, but if they get an opportunity to practise, they can transform their suffering. Otherwise, when they grow up, they may follow in the footsteps of their parents and cause more suffering, especially to those they love. We know that the more one engages in sexual misconduct, the more one suffers. We must come together as families to find ways to protect our young people and help them live a civilised life. We need to show our young people that happiness is possible without harmful sexual conduct. Teenage pregnancy is a tragic problem. Teens are not yet mature enough to understand that with love comes responsibility. When a thirteen-or fourteen-year-old boy and girl come together for sexual intercourse, they are just following their natural instincts. When a girl gets pregnant and gives birth at such a young age, her parents also suffer greatly. Public schools throughout the United States have nurseries where babies are cared for while their mothers are in the classroom. The young father and mother do not even know yet how to take care of themselves - how can they take care of another human being? It takes years of maturing to become ready to be a parent.

Effective one-to-one programs transform classrooms into places where students are determining their own learning paths and taking responsibility for their progress. Before such transformations can take place, teachers must understand how to plan, lead, and manage personalized, one-to-one learning.

Education was still considered a privilege in England. At Oxford you took responsibility for your efforts and for your performance. No one coddled, and no one uproariously encouraged. British respect for the individual, both learner and teacher, reigned. If you wanted to learn, you applied yourself and did it. Grades were posted publicly by your name after exams. People failed regularly. These realities never ceased to bewilder those used to “democracy” without any of the responsibility. For me, however, my expectations were rattled in another way. I arrived anticipating to be snubbed by a culture of privilege, but when looked at from a British angle, I actually found North American students owned a far greater sense of entitlement when it came to a college education. I did not realize just how much expectations fetter—these “mind-forged manacles,”2 as Blake wrote. Oxford upholds something larger than self as a reference point, embedded in the deep respect for all that a community of learning entails. At my very first tutorial, for instance, an American student entered wearing a baseball cap on backward. The professor quietly asked him to remove it. The student froze, stunned. In the United States such a request would be fodder for a laundry list of wrongs done against the student, followed by threatening the teacher’s job and suing the university. But Oxford sits unruffled: if you don’t like it, you can simply leave. A handy formula since, of course, no one wants to leave. “No caps in my classroom,” the professor repeated, adding, “Men and women have died for your education.” Instead of being disgruntled, the student nodded thoughtfully as he removed his hat and joined us. With its expanses of beautiful architecture, quads (or walled lawns) spilling into lush gardens, mist rising from rivers, cows lowing in meadows, spires reaching high into skies, Oxford remained unapologetically absolute. And did I mention? Practically every college within the university has its own pub. Pubs, as I came to learn, represented far more for the Brits than merely a place where alcohol was served. They were important gathering places, overflowing with good conversation over comforting food: vital humming hubs of community in communication. So faced with a thousand-year-old institution, I learned to pick my battles. Rather than resist, for instance, the archaic book-ordering system in the Bodleian Library with technological mortification, I discovered the treasure in embracing its seeming quirkiness. Often, when the wrong book came up from the annals after my order, I found it to be right in some way after all. Oxford often works such. After one particularly serendipitous day of research, I asked Robert, the usual morning porter on duty at the Bodleian Library, about the lack of any kind of sophisticated security system, especially in one of the world’s most famous libraries. The Bodleian was not a loaning library, though you were allowed to work freely amid priceless artifacts. Individual college libraries entrusted you to simply sign a book out and then return it when you were done. “It’s funny; Americans ask me about that all the time,” Robert said as he stirred his tea. “But then again, they’re not used to having u in honour,” he said with a shrug.

many districts have developed a second approach to determining Tier 2 interventions, in which classroom teachers or teacher teams cannot refer students for schoolwide interventions until they can document the interventions that have been tried in their classroom. This approach places responsibility for the initial response of Tier 2 interventions with classroom teachers.

By playing happy or sad music, displaying different emotionally moving photographs, or giving different kinds of feedback to participants during a taxing task, researchers can manipulate participants’ affective responses. This proves the variability of affective states in response to constantly changing surroundings and social interactions. Of course classrooms are rife with changing conditions that influence students’ affective states.

approximately 80 percent of students receiving a well-instructed, research-based curriculum should experience success as a result of initial core instruction in the classroom.

We know one thing for certain: we are never going to get there doing what we have always done. Our traditional school system was created in a time when the typical educator worked in a one-room schoolhouse and served as the only teacher for an entire town. Today it is virtually impossible for a single teacher to possess all the skills and knowledge necessary to meet the unique needs of every child in the classroom.

Tier 1 and Tier 2 are not the responsibility of either teacher teams or school-wide teams—it takes classroom teachers and schoolwide resources. • When everyone is responsible for interventions, nobody is. For this reason, final responsibility to lead certain interventions must be clearly defined. • When determining who should be responsible for a particular intervention, the school should ask, Who is best trained in this area of need? Look beyond job titles. What does the child need, and who has the skills to address those needs? Do the individuals asked to lead a particular intervention have the time and resources necessary to succeed? Is the intervention fair and reasonable to all involved?

One common mistake that schools make when implementing a tiered intervention program is that they pull students from essential core instruction to provide remediation of prior skills—that is, Tier 2 interventions replace student access to Tier 1 core instruction. When students miss essential core instruction for interventions, they never catch up. This is because while the targeted student is receiving interventions to learn a prior skill, they are missing instruction on a new essential standard. Ask classroom teachers why they don’t like students “pulled out” of their class for interventions, and they will tell you: “Because the student misses what I am teaching now.” For these students, it is one step forward, two steps back.

Inner Resilience Program (IRP) to help New York City teachers in Ground Zero cope with the resulting trauma (Lantieri, Nambiar, & Chavez-Reilly, 2006). Not long afterward, she began to develop a mindfulness-based curriculum for students in response to requests from teachers, parents, and administrators (Lantieri, 2008).

The Calm Classroom (CC) program is based on the work of Herbert Benson, the Harvard Medical School professor and pioneer in mind-body medicine who developed the relaxation response (RR) method in the 1970s (Benson & Klipper, 2009).

us who teach Montessori did not receive as children: an environment where open communication,