My Grecian Urn Project

When I was in grade 4, my teacher, who was walking us through an exploration of the middle ages, tasked us with a project. The assignment, likely one that is still used in some fourth-grade classes to date, was to build our own replica castles. Naturally, I was excited by this assignment; what fourth grader…
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That Time I ‘Spilt the Tea’ in Class

Gen-Z Decoder Tea- gossip Spill the tea- sharing gossip Wig- freak out Shade- insult Triggered- angered Get the bread- let’s do it Full send- work hard Low key- secretly High key- opposite of low key Woke- to become aware Flex- show-off Real talk- to be honest Extra- excessive Lit- Good/ cool I’m about to spill…
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Hard Work Does Not Guarantee Success

“How did you do on the assignment?” she asked her deskmate tentatively. “I did really well,” the girl responds. “How about you?” “I didn’t do so well. I worked really hard on it too. I hate that: when you work hard on an assignment and you don’t do well.” The classroom can be a place…
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Giving Students Voice: Conferencing Feedback

Students need to have voice in the classroom. Of course, there’re many different ways that this can be achieved and I’ve found that student feedback is one medium that provides them with this opportunity. Ever since my first year as a teacher, I’ve sought feedback from my students. Over time, I’ve refined this process and…
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Taking a Risk on Unit Conferencing (1/2)

Do you ever just need a breath? As teachers, we can all appreciate the craziness that is our lives, as we often fluctuate between moments of (relative) bliss and periods characterized by piles of marking and supplemental duties. During those more stressful times, a libation – or four – may accompany that breath. For me,…
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Finding my focus

Imagine this: you go to your first Cohort 21 session and leave buzzing. After a week back in the classroom, you begin to get bogged down by the day-to-day minutia which is teaching. Sound familiar? Me too. In a mindful effort to bore ahead of the inevitable undertow of our daily lives as teachers, I’m…
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