August 4, 2021
Our second “book talks” episode! Perhaps you’ll still have time to pick up a read for this summer? We each brought two books to recommend, and we are trying to refine our sharing protocol that we call “2 by 2 by 2”: 2 books, 2 things about each book, and 2 minutes to talk about the book. (We again totally failed at sticking to this protocol, so we will certainly need to keep refining it…) But where things get interesting is that though we brought diverse reads, we found connections between the books in what we think are interesting and meaningful ways. We hope you might find some valuable reading suggestions here! The books that we discussed are these:
July 28, 2021
This week, Dave asks the question, “What happens in the staff room? What *should* happen in the staff room?” We discuss some of the positive and negative aspects of what can happen in the staff room. We share stories from our own experiences for good or ill that happened in the teachers’ lounges or faculty workrooms we’ve been part of. We also wonder about the benefits of explicitly deciding on norms for what staff members should be able to expect for what happens in the staff room--including perhaps napping?
July 21, 2021
This week, Dave asks the question, “What is something you’ve changed your mind about?” We share a variety of stories from our own teaching practices, including the idea of learning styles, the importance of bringing in diverse perspectives, and even the way we think about what “rigor” means in education. We talk through reasons why we should change our minds about things, and whether there are things we should *not* change our minds about.
We mentioned a few resources in this episode that we wanted to include here in the show notes:
July 14, 2021
In today’s episode, we have a question from a listener! Hayley is wondering about the way some students need more time and checking in from the teacher than others, and she asks, “Is it equitable or fair to spend more time with some students than others?” We think through the differences between equality and fairness, and how “fairness” might be more in line with all of our students’ flourishing. We get specific about the importance of soliciting feedback from our students about how our teaching is going, and think through the role of differentiated instruction and universal design for learning as ways of making classrooms more equitable for students.
July 7, 2021
Today’s episode is a bit of a departure from our norm, but it stemmed from one of our actual hallway conversations in which one of us started talking about a book we were reading. Pretty soon, another person said, “We should have an episode where we just share some of our favorite books!” And so, here it is, dear listeners: we each brought two books to recommend, and we invented a protocol for sharing that we call “2 by 2 by 2”: 2 books, 2 things about each book, and 2 minutes to talk about each book. (We absolutely failed at sticking to this protocol, so we need to refine it a bit.) We hope you might find some summer reading suggestions here! The books that we discussed are these:
July 2, 2021
This bonus episode is made up of a couple of leftovers that didn’t make the cut from our last episode about redos, but we thought you might still find this part of the conversation interesting, and maybe even helpful.
Dave asks the question, “How do you describe what you are doing when you respond to student work? Grading? Correcting? Marking?” We think through what feedback means, and how we provide students with the information they need to confirm and deepen their learning. We hope you enjoy this bonus conversation!
June 30, 2021
In today’s episode, we have a question from a listener! Anna asks about the challenges that come from giving students “redos” on their work. Specifically, she asks about the balance of some students needing multiple opportunities to succeed, while others take advantage of being able to do low-quality work on the first attempt, knowing they will have the opportunity to “fix it” later. We discuss the habits of mind needed to make redos work well, what it means to be people of both grace and truth, and our own experiences with making some learning activities lower stakes for our students by offering multiple attempts in learning. Along the way, Dave mentions and article by Rick Wormeli entitled “Redos and Retakes Done Right,” which you can access here:
June 23, 2021
In today’s episode, we have a question from a listener! Tom asks, “What do teachers need from administrators? What do administrators need from teachers?” We speak into this question from our previous positions in K-12 education, reflecting on the different roles administrators and teachers play. In the conversation, we focus on the idea that teachers and administrators are all on the same team, but have different roles to play. Some good laughs, as usual, but hopefully also some good food for thought for teachers and admins alike as we think through the ways our roles in schools complement each other!
June 16, 2021
In today’s episode, we have a question from a listener! John asks, “How much should teachers worry about our reputations? Should we lean into a good reputation and take more risks? If we have a bad reputation, how should we go about correcting this?” In the conversation, we talk about some of the problems of how parents and students--and teachers--talk about reputations of teachers, and how they are sometimes unfairly arrived at. We discuss the role of risk-taking based on reputation, and committing to “daring acts of pedagogy.” We also consider the difference between reputation and legacy, and how teachers and school leaders can aim more for “legacy” than “reputation” in their schools.
June 9, 2021
In today’s episode, we have a question from a listener! Loretta asks, “How can teachers support social and emotional development in the classroom?” We discuss what it means that students are whole persons who are developing simultaneously in many different ways--physically, cognitively, socially, emotionally, spiritually, etc.--and the importance of teachers recognizing how these different developmental domains impact each other. We share some examples from our own parenting and teaching experiences as well. Abby shared some resources for further learning, which we recommend to you: