Archive for January, 2012

January 30, 2012

Building Classroom After Classroom of Freedom Fighters

by ashiat

January 30, 2012 marks my first official day as student teacher in a Providence middle school. Amidst the butterflies about how I’m going to get a bunch of twelve-year-olds on my side, this word called ‘stance’ also keeps floating around in my brain.

What’s my stance as a teacher? What do I believe are the really essential aspects of good education? How will I make these essential aspects accessible to students? Especially as a History teacher, what do I believe about all the buzz words that would turn a spark on in any education buff – truth, objectivity, facts? How will I walk that thin line between acknowledging my biases and teaching them?

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January 23, 2012

An Unsent Letter

by thesignifier

Dear 学生,

First, I want to apologize: sorry I’m not sorry.

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January 21, 2012

Of cats and cows and wolf sharks

by SarahRook

With all the learning-to-read posts, I couldn’t help but throw my two cents in, too.

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January 16, 2012

Tapping with Nida

by thesignifier

File Under: Teacher Z. explores Comparative Alphabetic/Logographic Orthography… with a second grader.

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January 15, 2012

Learning to Read

by Mark Lewis
Teaching requires a kind of intellectual empathy–understanding how a student is thinking, why they’re thinking it, or how they’re feeling when they think it. My own study of a new language has deepened my empathy for primary students learning how to read.
January 9, 2012


by wltreece

I’ve just taken on a part-time tutoring position, and wanted to jot down some quick thoughts after my first day.

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January 8, 2012

(Constructive) Criticism

by SarahRook

Coming out of Swat, I really do feel like I know how to take criticism – most of the time, at least.  At Swarthmore, the kind of criticism I got kind of depended on what I was doing. If I was working up to my elbows in clay, and had just finished something that I wasn’t sure about, the critiques I got tended to be focused on pushing my work farther, higher, deeper, wider, bigger.  If I was scratching out an answer in an Engineering problem set for the eighth time, the criticism tended to be a shove in the right direction – look at page 142, you’re going to need that equation.  No, that’s not right, figure out the tension again, go from there.  If I was writing an education paper, critique came from needing more sources, explaining a point more clearly, tying together what I was doing, digging deeper into the why and the how.  Criticism in the real world, in my real world.  Well.

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