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Showing posts with label REFLECTIONS ON TEACHING. Show all posts
Showing posts with label REFLECTIONS ON TEACHING. Show all posts

Tuesday, April 13, 2021

Ken Futernick: Teacher Stories about Life Today | Diane Ravitch's blog

Ken Futernick: Teacher Stories about Life Today | Diane Ravitch's blog
Ken Futernick: Teacher Stories about Life Today



About a decade ago, when policy elites were bashing teachers on a regular basis, Ken Futernick was writing about the challenges that teachers face every day, including lack of support by administrators and poor working conditions. Recently, he has been creating podcasts in which teachers explain how they teach about important issues of the day, like teaching about racism and the Black Lives Matter movement, teaching during the pandemic, and teaching history in a way that is relevant to all students. He shared these three podcasts with me.

Brown University Psychology Professor Malik Boykin Teaches about Prejudice and Invites us to Dance for FreedomMalik Boykin (aka Malik Starx) is an accomplished musician and a professor of psychology at Brown University where he teaches a course on stigma and prejudice. Boykin shares two transformational teacher stories–the first from second grade when he was sent to the principal’s office for raising questions about Christopher Columbus. The second is about Dr. Jaia John, his social psychology professor at Howard University who carved out time at the start each class for students to share a poem, a personal story, or even a musical performance that had some relation to the course content. 

Inspired by Dr. John, Boykin became a social CONTINUE READING: Ken Futernick: Teacher Stories about Life Today | Diane Ravitch's blog

Saturday, April 3, 2021

How Teachers Taught: A Look in the Rear-View Mirror | Larry Cuban on School Reform and Classroom Practice

How Teachers Taught: A Look in the Rear-View Mirror | Larry Cuban on School Reform and Classroom Practice
How Teachers Taught: A Look in the Rear-View Mirror



Much present and past policy making to make better classroom lessons is anchored deeply in myth and memory. Both morph into one another as policymakers (aka “reformers), many of whom are parents, connect their children’s tales of what occurs in classrooms filled with iPads and Chromebooks to memories of what went on in their elementary and secondary classes.

Sure, school boards and superintendents consult with researchers and look at classroom studies, and ponder the changes that new technologies have made in how teachers teach but even research findings are sorted through memories of writing an essay for that English teacher or the 5th grade quizzes that constricted one’s intestines. So I do not discount the power of myth and memory to shape policies aimed at getting teachers to teach better even after a decade of new technologies being tamed by teachers to become part of their instructional repertoire.

What is too often missing from the mix of data, Golly Gees over new software and remembrances are the few accounts by historians of education who have documented–albeit in fragmentary ways–what actually went on in classrooms over the past century. Some CONTINUE READING: How Teachers Taught: A Look in the Rear-View Mirror | Larry Cuban on School Reform and Classroom Practice