After ten years at Explorer West, in Seattle, I transitioned my teaching career in one of the most drastic ways possible. I left a secure teaching position - one where I knew the ins and outs of each day - one where I knew the faculty and the community exceptionally well - and I took … Continue reading Year One, Term One: Reflection
Can a writing workshop work for any subject? Yes. Although, this assumes the liberal definition of a text, where anything with meaning, including but not limited to written words, can be composed or written. The “text” in question could be a traditional essay, a painting, or even a performance that eludes a fixed form. The … Continue reading How To: Writing Workshop for Performing Arts
Every generation has cried out about the writing degradation of the next generation. Test scores are lower than ever, a critic may cry. But tests are biased ad are discriminatory to different populations depending on the content that the test asks about (Daniels, Steineke, and Zemelman, 2007). The critic may try to expose the monumental … Continue reading You Should Champion the English Language and not Rant about Change
Secondary students struggle with content area reading because they do not understand the words on the page. What should a teacher do about this? One strategy is to focus on academic vocabulary. Students need to make personal connections to what they read and cannot do this if they are stuck on phonetic decoding. By breaking … Continue reading Content Area Reading Strategy: Academic Lanugage Focus
THE PROBLEM: The problem with American Textbooks is that they are often bland and outdated. The textbook replaces the standards that the teacher should use to derive original and refreshing lessons that are relevant to the student population. A textbook is a homogenous text that is made for universal appeal. With a mandated textbook, teachers … Continue reading What’s the problem with American textbooks and how can this problem be overcome?