from “Why Teach? Here Are the Best Answers Experts Could Give” By Ross Brenneman

Kindergarten Class

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Diversity: Student populations tend to be much more diverse than the teaching profession. According to federal data, 40 percent of K-12 students are not white, compared to just 17 percent of teachers. Cunningham noted what message she thought it sent when a black child enters a STEM classroom any given year and only sees white teachers.

Empowerment: Not in the sense of holding authority over your students, but in the sense that teachers, helping to shape the nation’s youth—and the nation’s future—push themselves to improve.

Challenge: Teaching doesn’t lack for professional difficulties (reread the first few paragraphs of this post if you’ve forgotten). But there’s also the challenge of finding ways to ensure all students are learning, the panelists said. That might be especially true for those teaching students with special needs, or English-language learners, or students just starting the class year behind their peers.

Fulfillment: There were a few dozen easily quotable snippets from all the panelists about how great it is to know that you’re reaching a student, and how rewarding it is. That doesn’t put food on the table, they noted, but it feels really good.

 

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Should students earn high-school credits in middle school?

Bill would let middle school students earn high school credits by Andrea Anderson

Lawmakers in Wisconsin are considering a bill that would allow students to receive high-school credit while in seventh and eighth grades. The credits would be offered for classes taught with high-school curricula and assessments by teachers certified to instruct in the upper grades. Supporters of the proposal say it would allow students to go on to college early or offer them more flexibility to study other subjects or participate in work-study programs in high school.

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Read more: http://host.madison.com/news/local/education/local_schools/bill-would-let-middle-school-students-earn-high-school-credits/article_be72f10e-b6a8-5e76-aad3-bbf2e6228499.html#ixzz2eVzeVLTJ

Are You a Technophobe or a Technophile in the Classroom? – Barry Saide

Barry Saide on teachers and technology

One of my favorite TV shows of all time is the American version of The Office (before it jumped the shark). I find it clever, funny, and endearing. The show follows the fictitious characters of a Scranton, Pennsylvania, paper company. Many of these characters are interesting and entertaining because I can relate to them. A few episodes in season four focused on technology. The Officestaff was a combination of older and younger members, but the prevailing thread within them was their lack of technological proficiency. As an educator who is still learning his way around technology, I can relate to that.

http://inservice.ascd.org/technology/are-you-a-technophobe-or-a-technophile-in-the-classroom/

Barry Saide has taught 2nd, 3rd, and 5th grade in three different New Jersey school districts. He has been teaching for 13 years, the last 11 at Mount Prospect School in Bernards Township where he currently directs the Before/After School Care program. Saide has written and built curriculum in all subjects and been a grade-level leader. He has led staff development and currently serves on his district’s professional development committee. Saide also serves on the NJASCD executive committee, where his focus is on technology integration and increasing dialogue between P–12 and higher education. You can follow Barry at @barrykid1 on Twitter or on the web at Saidestories.blogspot.com.