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How to Become [not “be”] Good at Teaching
In previous posts, I’ve considered aspects of good teaching, including the importance of interactive pedagogies, teaching as the organization of guided practice, classroom management, and curriculum planning. I’ve also recommended an important article on what research tells us about effective teaching. Those posts give thoughts on how to BE a good teacher, but how does…
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Classroom Management when You’re Not a Natural
What’s the scariest part of teaching? Lesson planning? Direct instruction? Guided practice? Grading? Parent communication? Evaluations? Standardized tests? For a lot of us, it’s classroom management. Students bring their own immaturity, and then they feed off each other’s, squaring or cubing the immaturity level. Often, they see teachers not as people who are trying to…
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The Curse of Lazy Numbers
In a previous post, I commented on “the quantitative tyranny in education”—the evaluation of learning, and of teachers and schools, through standardized tests. I argued that these tests can only measure a limited range of skills at best, and that they might measure only the students’ test taking skill and mentality. Yet great store is…
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Does the Creation Paradigm suggest a good/evil duality?
Are goodness and evil sound moral categories? The Creation Paradigm posits creation as definitive of goodness, of “the good.” But what about evil. Can it be pinpointed as, according to the Creation Paradigm, goodness can be? Does it exist per se? Is the Creation Paradigm dualistic? I’ve gone some way to answering these questions already.…
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“Research-based” ( or “evidence-based”) teaching–What actually is it?
A lot of teachers ask this question, because the body of educational research is impenetrable unless you have an advanced degree in one of the social sciences. And because people in our profession tend to throw around terms like “research-based” and “evidence-based,” and it can be difficult to know whether they are using the terms…
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