Which Came First, the Practice or the Policy?
Gary Rubinstein wrote a rather extraordinary piece this week where he describes, in some detail, teaching practice in the lone KIPP high school in New York City. There are lots and lots of blogs on What Teachers Do--but what makes Rubinstein's piece so compelling is his deceptively casual but spot-on analysis of the teaching he observes.
A few examples: A teacher who can't get a video clip to run as his pupils lose focus; a teacher who seems to be relying on charm and having students verbally repeat a little joke rather dig deeply into social studies content; a teacher who offers kids candy to complete their homework--and that was in a class that was supposed to be teaching "grit." Yikes.
A particularly interesting example comes from a math class where the teacher asks a good, concept-driven question, then is unsure how long to let kids flounder--or how to move them from going nowhere to going in the
A few examples: A teacher who can't get a video clip to run as his pupils lose focus; a teacher who seems to be relying on charm and having students verbally repeat a little joke rather dig deeply into social studies content; a teacher who offers kids candy to complete their homework--and that was in a class that was supposed to be teaching "grit." Yikes.
A particularly interesting example comes from a math class where the teacher asks a good, concept-driven question, then is unsure how long to let kids flounder--or how to move them from going nowhere to going in the
