The end of a course often challenges my fundamental beliefs as a teacher.
Once again, in the final days of my courses when students are allowed and encouraged to revise their major essays as often as possible, I have returned several without responding because the resubmitted essays are mostly the same as the last draft I marked or the student is merely dutifully addressing only what I have marked.
Many years ago when I was teaching high school English, my classroom was directly across the courtyard from a math teacher. We could see each other’s desks through our windows.
Part joking and part shade, that math teacher occasionally prodded me with “I wish I could teach while sitting at my desk.”
Some of the tension here is the essential nature of teaching math versus teaching writing as an English teacher, but there is also the more pronounced tension of what it means to teach. [1]
This math teacher ran a very quiet classroom with students focused on the CONTINUE READING: Who Is Doing the Work in the Teaching/Learning Dynamic? – radical eyes for equity
