I also think it is unfair to count on, or to blame, teachers solely for the performance of their students. Yes, they play a role in shaping the young minds in their classrooms and yes, they should be held accountable for that. It seems to me that the root of issues in classrooms that tend to cause the most problems for students (like poverty and ill-equipped or uninvolved parents) should be the target of any true reform.
With more than 50 percent of community college students enrolling in remedial courses, that’s a whole lot of student aid money. More troubling, less than ten percent of those remedial students ever graduate.
Thirty years of scientific research has put the answers to these questions within our reach. We have learned not only how to distinguish those who will grow after failure from those who will collapse, but also how to build the skills of people in the latter category. I have worked with colleagues from around the world to develop a program for teaching resilience. It is now being tested in an organization of 1.1 million people where trauma is more common and more severe than in any corporate setting: the U.S. Army."
"To be mentally tough is to resist the urge to give up in the face of failure, to maintain focus and determination in pursuit of one’s goals, and to emerge from adversity even stronger than before. Psychologists claim that almost everyone can benefit from strengthening these skills, even those people we might consider paragons of mental toughness: army drill sergeants. The U.S. military is now implementing a resilience-building program, designed by a team of researchers at the University of Pennsylvania, intended to make soldiers as rugged in mind as they are in body. This effort—one of the largest psychological interventions ever attempted—holds lessons for anyone who wants to strengthen their mental muscles."
3 Statements That Describe Rigorous Assessment by Barbara Blackburn, author of Rigor is not a 4-Letter Word As we’ve discussed 7 myths about rigor, and the characteristics of rigor in curriculum, the final component is rigorous assessment. There...
"If we visualize each student as a jar of potential, our responsibility is to take the lid off and point the jar in the right direction, not tighten the top so the highest level of creativity never gets out." Todd Whitaker Recently, I read an outstanding and very eloquent blog by Todd Whitaker. He wrote it for Smartblog on Education. The blog is entitled When We Get There Are We Going to Be Happy When We Arrived. Whitaker said, "I always tell my children that a follower will never cure cancer. And personally, I would like someone to come up...
There's no such thing as a completely objective grade. Compiling, weighting and averaging numbers often leaves a good teacher with a grade that doesn't reflect what he understands about the child in question--what that child actually knows and can do.
WASHINGTON TWP. Wednesday afternoon, there was a pep rally at Washington Township High School. Principal Joseph Bollendorf led the charge. More than 250 students were on hand. Buttons with slogans were handed out. Gift cards were won.
"I work to build a culture of possibility thinking. One major factor in the climate at our school can be summed up in what I like to call our “yes before no attitude.” We believe that attitude challenges us to find solutions where others might find dead ends; the effects can be seen in the large efforts of our school and the small decisions we make every day." - Erik Burmeister