Teachers are craftsmen in causing children to learn. Teachers do not need to be effective 100% of the time in their instruction, but 100% of the time teachers need to correct errors in student learning. Continue reading
If test scores are that important, eliminate all else in public education but testing and test scores
To the annual critics of public education who whine about the status of academic test scores, I propose that we give them what they want. Let’s strip everything out of our public schools but academic test preparation, academic testing, and make this the singular public education program of every school. If test scores matter that much, schools should be all about test preparation and test results. Continue reading
If Learning Gaps Were Important, We Would Teach Differently
It is like seeing a picture of a smiling person missing two front teeth and wondering how that person chews food. Gaps in learning, like missing teeth, make it hard if not impossible for children to “bite into” more complex instruction. Continue reading
When There Is a Shortage of Teachers, Will Any “Teacher” In the Classroom Do?
New Personnel 101 leaves school boards and principals with critical decisions to make when they cannot find a fully licensed teacher that meets their employment needs. They can settle for a “good enough” adult to be a classroom teacher. They can allow “good enough” to become a permanent employee forgotten in the grind of a school year’s work. Or they can work with an EPP and hire an apprentice and collaborate to create a fully prepared and licensed teacher. Continue reading
Reflection On Instruction Begets Improved Student Learning – Give Teachers Time to Reflect
Instruction that causes all children to learn, including children needing adjusted instruction, requires time for a teacher to reflect and determine how to clarify, correct, and teach anew. Reflection plus adjusted teaching improves learning for all students. Continue reading