We need to consider the possibility, probability, and consequences of no American Dream. Hence, we cannot apply past generational assumptions about children to the Alphas and the world they will occupy. Woe be to those who ignore the Alphas. Continue reading
Woe Be Unto Those Who Do Not Understand the Alphas – Their Destiny Matters, Ours Is History
Atlas is Shrugging
When a slim majority of our electorate believes an egoist will elevate their status and cure their woes, what happens if everyone else shrugs? Continue reading
Rousseau, Come Back
The major dilemma we face in this decade will not be the loss of academic achievement and the onset of socio-emotional problems in youth. The problem will be that as children matriculate into middle and secondary education, they lose faith in the efficacy of the education adults deliver to them. Our issues today are not lack of achievement but lack of engagement. Continue reading
Hortons Hear Teachers
Ask teachers about their long-term teacher friends and most will name and describe a teacher or small group of teachers they met in their first days and months as a classroom teacher. Many say their friends found them, they did not find their friends. An early teacher friend is a Horton, just like the Seuss elephant who singularly heard the microscopic community of Whoville. A teacher Horton hears and sees starting teachers and connects with them. But not every teacher is so lucky as to have a Horton. Continue reading
AI Is Icarus Deja Vu
The right rule “of thumb” is — AI is approved when the goal is investigative, consensus building, problem solving, and efficiency AND AI is not approved when the goal is original thought, critical thinking, and skill development. Using AI should not be generalized to all student work but attached to the goals we are teaching children to achieve. Continue reading
Teaching Is Caring and More
When a caring teacher and child connect, we see how a significant adult can add greatly to the quality of how and what a child learns. Teaching fundamentally is caring about the adults children today will become in the future. Continue reading
Teach For Enduring and Expansive Learning Not Coverage. Know the Difference.
Coverage teaching is like the proverbial river that is a mile wide and an inch deep – it emphasizes breadth without depth. In my naivety as a young educator I believed that if something was worth teaching it was worth learning well and that meant deeper teaching and learning. Conversely, why waste time and energy on teaching things we did not plan for children to learn well? I still believe this. Continue reading
In an over-informationed world we are under-literate.
Is being literate critical to adult life? Given how much information adults are exposed to every day, can we expect adults with varying levels of literacy skills to effectively consider and understand the constant barrage of information? The answer is “no,” yet our world ultimately spins on the voices and decisions of under-literate adults. Continue reading
Teach Up to Cause Children to Meet Higher Expectations
The conversation about the actions needed to move achievement upward and the commitment to those actions is what bridges the distance between having high expectations and achieving high expectations. Continue reading
Teachers of Bygone and New Eras
The profession of teaching has entered a new era. Most new teachers will be as professional as the business of teaching requires them to be. They will work their contracts. Life for them sets aside the eight hours each day and nine months needed for their teaching job so that they can live their non-job lives. Continue reading