Classroom Perspectives

Many substitute teachers like me can teach a different grade every single day, from K–12. It can be challenging, to say the least.

IBL has a broad definition and varied implementation. It is generally characterized by a student-centered learning experience, with little to no lecturing.

I recently observed a high school science lesson that left me feeling like I had just swished some super-minty Listerine. I was refreshed. I was inspired…so much so, in fact, that I built and entire upcoming PD session around my takeaway from this lesson. I will return to this in just a moment.

I was browsing YouTube for simplified math tutorials one afternoon when I stumbled upon the PBS Kids Math Club—math tutorial videos geared toward teens.

As the 20th anniversary of the Rwandan genocide approached in April 2014, I took it as an opportunity to teach my students about this horrific and tragic event.

Let’s begin with the realization that what we all inherently understand is indeed true: kids are different today than they were when we were younger. You hear this stated by colleagues and, if you’re like me, from your own mouth quite frequently. The fact is, they are.

Teaching is a great responsibility. I teach English and believe that the ability to communicate, at a personal and societal level, is what builds strong communities and ensures ownership over one’s future. Thus, it’s important that we teachers spend a lot of time on our craft—deliberating the best ways to teach and make lessons fun, interactive, and relatable to students. Professional development thrives on discipline pedagogy and school departments meet to align goals and assignments and to discuss data assessment.

When I reflect on my years working in classrooms with students, I think about how much time it took to access and use essential technology B.G. (before Google). I compare it with what it must have been like for people before electricity and after electricity. B.G.