Monthly Archives: January 2013

Remembering Is More Likely When We…

I am a senior citizen who spends a lot of time with his grand daughters who are a Kindergarten student and younger. I am in awe of their capacity to see, listen, do and remember. Izzy and Aly are so … Continue reading →

Teach Less Well

Inferential commentary abounds. Talk radio. Op ed pieces in the press. Blogs. Chat in the store check-out line. The President. The economy. Taxes. A quarterback who threw three interceptions. The climate. These are background noises to my ears. In almost … Continue reading →

Tell Less; Collaboratively Demonstrate More

I always envied my colleagues in art and music. They were experts in growing a child’s skills and understandings so that the child changed from an “I don’t know how to do this” to an accomplished “doer.” Time and again, … Continue reading →

Rearview Mirror Time

Public Education as a Schmoo.  If educators must conform to all demands, how can a school be anything more than a schmoo? Tony Wagner’s article in SchoolAdministrator, September 2012, asks the right questions and, when connected with Pasi Sahlberg’s article … Continue reading →

Strategic Planning and Then?

A review of two works published in the 1990s indicates that strategic planning as practiced by most in public education may have strengthened a school’s public relations but may not have led to improvements in school performance, in particular in … Continue reading →