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Mar 24

Herstory: Addressing the Omissions in Women’s Contributions to their Families, Country & World

By Lynne R. Dorfman

            Women’s roles are constantly changing!  As you are reading this blog post, there are women making history and baby girls being born who will be future history-makers. It is important to deliver more than half of the story as we discuss leaders, activists, agents of change, and everyday heroes with our students. While some might think that stereotypes and prejudices have vanished into thin air, they haven’t. Consider the Kappan article published this month,” Deconstructing the Pyramid of Prejudice” where author David Light Shields claims that stereotypical behavior in schools about the sexes are “…as common as pencils.” Read more

Mar 16

Race Talks: the bridge, the journey, the work

By Renee Jacobs

“We must teach the way students learn, rather than expecting them to learn the way we teach.”

— Pedro Noguera

      The journey of reflection on race and education for me began as a college student. I had been raised in a predominantly African-American community where 95% of the students and a high percentage of the teachers and administrators looked like and communicated similarly to my African-American family. When I made the decision to attend West Chester University in the late 80’s, the student population was approximately 10% students of color and the professors were significantly less racially diverse. Although no one attempted to make me feel different at West Chester University, I felt very alone. Read more

Mar 9

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Empathetic Lesson Planning to Include Diverse Populations

By: K. M. Walton

السلام عليكم ورحمة الله وبركاته

      Can you read that for me? Could you write how you feel after you read it? Could you share any personal connections you made to the text? Do you picture anything in your mind while you read it? Would you answer a few questions about what you read?

      What’s that? You can’t do any of those things? Are you sure? I’d like you to try again. Try a little harder this time. What do you mean you still can’t do what I’m asking? What’s wrong with you? Read it again. Do you have it now?

Read more

Mar 3

Teaching To and For Diverse Populations

By Kathleen Hall Scanlon

“You have one weapon & one weapon only: Use it. It is your ability to teach.”  

– Alice Walker

      “My student teachers usually observe for two weeks before I give up my classes,” my 28-year-old cooperating teacher announced. I, however, expected to teach immediately. I’d just completed a stellar initial experience in Allentown after observing for a single day. As I departed Allen High, three tenth graders – two African Americans and one Latina – wished they could accompany me to Reading. I wondered why.

      “You’ll see.” Read more

Feb 23

Positive Energy to Sustain Teaching

By June Shultz

     Today, with all the requirements put on teachers beyond the classroom, i.e. testing, assessments, evaluations, public relations, communications with parents/guardians, etc…  How does a good teacher remain a good teacher and meet the needs of all the students in the classroom?

     As a classroom teacher of many years’ experience, beginning at the high school, moving to preschool, and then to elementary and finally to middle school, I have seen teachers “burn out” with all the stress of trying to “do it all.”  One of the ways that I was able to overcome the stress of not being fully appreciated by administrators and sometimes colleagues was through my association with other outstanding teachers. Read more

Feb 17

Energizing for the Long Haul

By Molly Leahy

            “We’re closed” I announced in rapid-fire snow chain speak. My student teacher’s disbelief and disappointment rang clearly over the phone. “Again? Ok,” she sighed, reminding me of someone I used to be.

            I felt like saying, “Oh you have a lot to learn about snow days.” After teaching for twenty years, I love a good snow day to catch up on bills, sleep, and some cross-country skiing.  There are closets to clean, tax papers to organize, and books to read. Sometimes a snowcation energizes me by restoring work-life balance. Other times, the snow day provides additional hours to respond to students’ writing. This feeling of accomplishment or just balance allows us to return to our very demanding profession with renewed vigor.

            But what happens when snow days pile up, blocking the flow and rhythm of teacher and student energy alike? Read more

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