Because deep teaching must transcend or encompass powerful symbols such as money, excellence in teaching requires we understand how such compensation affects our work.
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Today marks the third anniversary of my initial post. In previous years, I have used this date to note popular articles, discuss my own favorites, and to generally reflect. I usually say enough and more, so this year I instead decided to ask a regular reader and teacher if she might want to comment. [...] Learning is not a linear process. It is a circular one. Indeed, not even circular, but spiral. That is, we touch on the same material again and again, in different ways, at different depths. The currency of trust is best served when we do more and promise less. “Will this be on the test?” A teacher’s words are powerful. Be careful of what you tell your students – they may believe you. At Cal Teacher’s urging, and with a fair amount of reluctance, I have joined twitter. I have said: say less. To this I add: write less and demonstrate less. Brian Lamb begins this post on student assessment with “I hate grading” — a common enough sentiment among teachers who are required to assign grades. He claims this attitude as his own shortcoming, but I think that claim itself is the shortcoming; I agree with Alfie Kohn that grading fundamentally sabatoges learning. Today is Blog Action Day and the topic is poverty. |
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