It seems like all around, there are school systems talking about reform, trying to boost retention rates, graduation rates, and improve "failing" schools. Here is an exerpt from an interesting article, it highlights the approach that the newly appointed Secretary of Education, Arnie Duncan has taken:
CHICAGO—For years, the Julia Ward Howe School in Chicago's Austin neighborhood was beset by discipline and academic problems. At one point, only 20 percent of the students at the K-8 public school were meeting state academic standards. In 2008, Arne Duncan, then leader of Chicago Public Schools, was so fed up he approved what usually is seen as a nuclear option: To save the school, he fired the entire staff and put a nonprofit group in charge. New principals and teachers were brought in to set the school on the right path. "Sometimes it takes a fresh start," says Don Feinstein, executive director of the Academy for Urban School Leadership, the nonprofit group that took over Howe in September and now runs a total of eight "turnaround" schools along with six teacher-training academies in the city.
Interesting huh? Read the rest here.
What do you think? Leave your comments.
Thursday, May 28, 2009
Wednesday, May 27, 2009
Parental Help with Goals Gets the Grades
In a new meta-analysis on parental involvement, researchers found the highest positive effect on student achievement among middle schoolers whose parents engaged them in goal setting that valued education as integral to future successes.
Though middle school is often marked by declining interest in academics in favor of social pursuits, it's also the time when adolescents begin to internalize personal goals. Parental guidance on goal setting and learning or studying strategies tied to achieving those goals goes a long way for students at this age.
Parental involvement with homework had less of a clear connection to academic gains--some students found parents helpful, while others found their parents' help confusing or over-bearing.
click here to read the rest
Though middle school is often marked by declining interest in academics in favor of social pursuits, it's also the time when adolescents begin to internalize personal goals. Parental guidance on goal setting and learning or studying strategies tied to achieving those goals goes a long way for students at this age.
Parental involvement with homework had less of a clear connection to academic gains--some students found parents helpful, while others found their parents' help confusing or over-bearing.
click here to read the rest
Support the Dame Jannifer Smith Awards this week
Every year Dame Jennifer Smith Awards are given to those students who exuded excellence in the public schools situated in St. George’s parish both primary & middle schools. It is housed at the East End Primary School every year. Parents, family & community members come out. Students receive plaques, books, etc.. from Dame Smith. It is a really nice function. Teacher Talk encourages you to go and support it-this Thursday, the 28th of May at 730pm at the East End Primary School.
Thursday, May 21, 2009
Alpha Phi Alpha
The goal of Teacher Talk is to not only showcase the efforts of our fine educators and to highlight the workings of the Union, but to bring all stakeholders to the table. This show featured one such stakeholder in the form of Alpha Phi Alpha Fraternity Inc. Listen as Brother L. St. Leger explains the history of the fraternity as well as the initiatives of the Alphas on the island. Click below to listen to the show. Also, we had a Teacher Talk FIRST!!!! They actually stepped in the studio!! Check the video to see how it all went down. Leave a comment, we'd like to hear from you.
Yesterday's meeting...
Whew, what a meeting, apart from the fact that the whole meeting ended up turning into a box of frogs, a few pieces of information did come out. Here are a few:
1. We have adopted the IGCSE program. Click here to see what it looks like.
2. You can leave a comment and/or question for the board chair Mr. Byrne on the Ministry site. Click here.
3.The new curriculum is due to be implemented in September 2009.
4. Certain programmes will remain such as the reading initiative.
5. A few teachers will be trained by Cambridge as workshop presenters on how to use the curriculum.
6. Certain elective courses may be cut at the middle school level.
7. Vocational courses will be implemented in the new curriculum.
Interesting meeting, but the Talking Teacher wonders if we are equating reform with the new curriculum, are we? What do you think? Leave a comment.
Flight EdCIE2009 about to take off....
Ever tried to build a plane while flying it? This mammoth, seemingly crazy task is similar to the one that we face. The new curriculum is coming- get over it. Yes, it may mean that some things are going to be a bit different, but you know your content and you know your material, other than Social Studies, things are going to be basically the same. Is the time frame given too short? Maybe, but, we all admit that we must do something, and we can’t wait much longer to do it. Which brings us back to the title of this blog- is it possible to build a plane while flying? That is what we are going to have to do. How? Stay tuned. Why? Our young scholars need it!!
Check the video- leave a comment, tell us what you think.
Check the video- leave a comment, tell us what you think.
Wednesday, May 20, 2009
Don't forget the meeting.
Good Day Colleagues,
Tomorrow’s meeting, Wednesday, 20th May 2009 scheduled at 4:30pm at The Berkeley Institute is of the utmost importance to all educators and the future of education in Bermuda.
The main agenda item is the NEW CURRICULUM and its implementation for September 2009. The Minister, Hon. Elvin James and the Chairman of the Board of Education, Mr. Mark Byrne will be in attendance to answer any and all questions.
As members of the Education Board charged with representing our entire membership, it should be noted that we have some reservations regarding the implementation. We need to have the input of all members who will be charged with delivering the new curriculum. You are the soldiers on the front line who will be responsible for the success of any programme changes for the Bermuda Public School System.
Please be advised that babysitting services will be made available for members with young children so that you may attend the meeting.
We hope to have standing room only in a bid to show solidarity as concerned educators, citizens and parents.
We look forward to seeing you at the meeting.
Tomorrow’s meeting, Wednesday, 20th May 2009 scheduled at 4:30pm at The Berkeley Institute is of the utmost importance to all educators and the future of education in Bermuda.
The main agenda item is the NEW CURRICULUM and its implementation for September 2009. The Minister, Hon. Elvin James and the Chairman of the Board of Education, Mr. Mark Byrne will be in attendance to answer any and all questions.
As members of the Education Board charged with representing our entire membership, it should be noted that we have some reservations regarding the implementation. We need to have the input of all members who will be charged with delivering the new curriculum. You are the soldiers on the front line who will be responsible for the success of any programme changes for the Bermuda Public School System.
Please be advised that babysitting services will be made available for members with young children so that you may attend the meeting.
We hope to have standing room only in a bid to show solidarity as concerned educators, citizens and parents.
We look forward to seeing you at the meeting.
Tuesday, May 19, 2009
So much technology!!
I am trying to dive into the world of education based technology, or should I say, merging the many different applications and software out there with my classwork. This is an exciting task, but, THERE IS SO MUCH OUT THERE!!!! It is unbeleivably overwhelming the amount of technology that is available for teachers to make their lessons a little more snazzy. PBwikis, blogs, podcasts, smartboards, twitter, digg, facebook, arrgghh!! The list is endless!! But I can say that the talking teacher has aimed to focus on 5 different things and hone in the skills and do it well. As there are soooo many things out there, I figure that if I focus on 5, I should be able to master them, and then branch on to other forms of technology. Only thing, I will have to be superfocused as I am usually blown about by the never ending winds of technology!! lol It is windy out there, but I challenge you to take a leap, a techie leap...go ahead, try some new form of technology for your students. Leave some feedback and share what you did and how it affected your students. Here I leave with you the Bloom's Technology Chart.
Sunday, May 17, 2009
"Last night of Fun"
We had Mrs. P. Nesbitt on the past show along with two students who shared their excitement about their upcoming "Last night of Fun." Listen and share in their excitement and zeal about their upcoming showcase of talent!
Saturday, May 9, 2009
Caribbean Union of Teachers Workshop in St. Croix
What an informative time!! Workshops were held on the island of St. Croix, put on by the Caribbean Union of Teachers to enlighten members on technological moves as well as the process of collective bargaining. This member attended, and got a chance to network and forge new links, while reinforcing others, with units from around the Caribbean. The photos and video show some of the events that took place. On May day, the first of May, there was a sing and March held in the parking lot of the University of St.Croix to commemorate the struggles of those who have led in the past, and the promise of things to come.
More to posted later.
Friday, May 8, 2009
Place your order...
The talking teacher is seeing all that is going on in the wonderful world of education right now and wonders what will come out of this mighty whirlwind that we are in right now. Let's look at education like a meal, like food. I wonder if we are taking the fast food approach to things. Quick fixes, let's do this like yesterday. Rush in, order, change the order, add a few things, take a few things, but I want it my way and in 5 minutes or less. Fast food is good, don't get me wrong, we all like a ice queen order of wahoo and french fries, but, Is this approach the one we should approach reform in Bermuda?
Let's look at the counterpart to the fast food meal, the 4 or 5 course meal. It takes time, it requires patience, it calls for the best supplies and ingredients to be produced, but the outcome is exquisite. It may even cause the taster to scream out "BAM" in an "Emerilistic" tone. ...
The Talking Teacher wonders if we are rushing too fast to make major overhauls to education. It seems like we got the report that the transmission is not that great, but we want to, while the car is in the garage, change the engine, tires, windshield, and everything else, when the initial report said that the transmission was in need of an upgrade.
We know and agree that something needs to be done as soon as possible, BUT, some things can't be rushed, fast food, or 5 course meal? Which do you want?
Thursday, May 7, 2009
Tomorrow's Voices-Autism month
To end Autism awareness month, we had Tomorrow's Voices. Tomorrow’s Voices - Bermuda Autism Early Intervention Centre was the brainchild of two parents of autistic children, Ms. Tricia Crow and Ms. Thea Furbert. As the founders and former President and Vice President of BASE these parents felt that there was a need for a place that could provide hands-on Applied Behavior Analysis/Verbal Behavior services for children on the Autism Spectrum. With the help of donors, the autism community, friends and family their brainchild became a reality with Tomorrow’s Voices – Bermuda Autism Early Intervention Centre officially opening its doors to clients in October 2007.
Want to learn more about what they do? Click here to go to their site.
Tuesday, May 5, 2009
Despite Dangers, Afghan Girls Determined To Learn
This article speaks for itself, take a read, or take a listen:
Check the bottom for a link to take you to scenes of Afghanistan.
All Things Considered, May 1, 2009 · Public education is among the many casualties of the growing war in Afghanistan, and the threat of violence is especially acute for Afghan girls. Parents, who in the past did not allow their daughters to go to school because of societal taboos, are once again keeping them at home because of the threat of attacks by militants wielding acid or worse.
But many girls are refusing to give up their schooling — no matter what the cost.
The Afghan government, aid groups and defiant teachers are operating public schools as well as secret, in-home classes in a risky effort to ensure that Afghan girls get an education.
Nearly half of the country's children do not attend classes, most of them in the Taliban-rife south, says Afghanistan's education minister, Farouq Wardak. Hundreds of schools have closed in Kandahar and neighboring provinces because of militant attacks and threats.
Acid Attack On Girls, Teachers
Education officials say more often than not, girls in Kandahar and the surrounding provinces simply stay home — especially after attacks such as those last November when men on motorcycles sprayed or poured acid on 11 female students and four teachers as they headed to school in the city.
Shamsia Hosseini was the most badly injured in the attack. The burn marks are still visible on the ninth-grader's face; she needs surgery her family cannot afford. Still, unlike most others who were attacked that day, Shamsia has returned to the Mirwais School for Girls.
She describes what happened to her in a rapid monotone. She says she refuses to dwell on the attack, and she is clearly still traumatized.
Shamsia goes to the front of the cavernous classroom and reads a passage in Dari from a well-worn textbook. But she quickly falls apart.
"I can't do this," she mutters, and returns to her seat.
Staying Home Not The Answer
The younger students at her school are more enthusiastic. In a UNICEF tent that serves as a classroom, 8-year-old Shazia points to Quranic verses on the chalkboard and reads them aloud for her classmates to repeat as a fighter jet flies overhead.
Their teacher, Sadigha Rezaie, puts on a brave face for the children. But inside, she, like most teachers, is frightened.
"It's very unsafe in the city. Every time you walk to school, you're looking behind your back to see if a motorcycle is following you. And it's even scarier because we're with these little girls," she says.
Education Continues In Private Homes
There is another option for the girls of Kandahar.
In the walled courtyard of her parents' house in Kandahar, 17-year-old Marzia Sadat teaches a Dari language course. Her students, who range in age from 14 to 40, all wear their opaque burkas in class on a recent day, guarding their anonymity against Western visitors.
The youngest, Amina, says her parents have always refused to let her go to school because of the threats. But they agreed to let her attend this class because it takes place inside a neighbor's home.
The 10-month course is similar to secret classes Afghan girls attended during the 1990s, when educating girls was banned under the Taliban. But now, the effort is sanctioned by the Afghan government and funded by international groups like the World Food Program and the Canadian International Development Agency.
Afghan supervisors, who asked they not be taped or named for fear of reprisals, say they started about 200 of these in-home courses two years ago.
Clandestine Classes Keep Hope Alive
Today, the number of classes exceeds 400, each with about 30 students. To help coax families into sending their girls, students are given wheat, cooking oil and salt.
Teachers, such as Sadat, receive no salary but instead receive food staples, too. Sadat says she doesn't mind because her aim is to make sure her country doesn't fall to militants.
"I want to serve my nation and my country. If the militants kill me, so be it. I pray to God as do my mother and father and that gives me the strength not to be afraid," she says.
Sadat says her efforts are paying off. Her student, Amina, says she is determined to stay in school so she can become a nurse or doctor someday.
Threats, Options For One Girl
Fourteen-year-old Golalai Achakzai doesn't attend school — and hasn't for nearly 18 months, she says, because her father won't let her go, although her situation is different from most Afghan girls.
Her father, Darweza Achakzai, is a dual Afghan-German citizen and chemistry professor who returned to his native Kandahar to teach.
Achakzai looks sadly at the shy teenager he adopted in Afghanistan. He fiddles with his worry beads as he explains in German to a visitor that he has no choice but to keep her home.
"People assume I'm rich because of the fact I moved here from Germany. So she's a target for kidnappers. They'll cut off one of her hands and send it to me and tell me to pay a ransom if I want her back," Achakzai says.
Such fears are founded. The professor's late wife, Sitara, who served on Kandahar's provincial council, was gunned down earlier this month in front of their home. Achakzai says the only hope for his daughter's education is for them to leave Afghanistan, which he plans to do next month.
It's an answer for this family, but not an option for countless other girls in Kandahar.
But many girls are refusing to give up their schooling — no matter what the cost.
The Afghan government, aid groups and defiant teachers are operating public schools as well as secret, in-home classes in a risky effort to ensure that Afghan girls get an education.
Nearly half of the country's children do not attend classes, most of them in the Taliban-rife south, says Afghanistan's education minister, Farouq Wardak. Hundreds of schools have closed in Kandahar and neighboring provinces because of militant attacks and threats.
Acid Attack On Girls, Teachers
Education officials say more often than not, girls in Kandahar and the surrounding provinces simply stay home — especially after attacks such as those last November when men on motorcycles sprayed or poured acid on 11 female students and four teachers as they headed to school in the city.
Shamsia Hosseini was the most badly injured in the attack. The burn marks are still visible on the ninth-grader's face; she needs surgery her family cannot afford. Still, unlike most others who were attacked that day, Shamsia has returned to the Mirwais School for Girls.
She describes what happened to her in a rapid monotone. She says she refuses to dwell on the attack, and she is clearly still traumatized.
Shamsia goes to the front of the cavernous classroom and reads a passage in Dari from a well-worn textbook. But she quickly falls apart.
"I can't do this," she mutters, and returns to her seat.
Staying Home Not The Answer
The younger students at her school are more enthusiastic. In a UNICEF tent that serves as a classroom, 8-year-old Shazia points to Quranic verses on the chalkboard and reads them aloud for her classmates to repeat as a fighter jet flies overhead.
Their teacher, Sadigha Rezaie, puts on a brave face for the children. But inside, she, like most teachers, is frightened.
"It's very unsafe in the city. Every time you walk to school, you're looking behind your back to see if a motorcycle is following you. And it's even scarier because we're with these little girls," she says.
Education Continues In Private Homes
There is another option for the girls of Kandahar.
In the walled courtyard of her parents' house in Kandahar, 17-year-old Marzia Sadat teaches a Dari language course. Her students, who range in age from 14 to 40, all wear their opaque burkas in class on a recent day, guarding their anonymity against Western visitors.
The youngest, Amina, says her parents have always refused to let her go to school because of the threats. But they agreed to let her attend this class because it takes place inside a neighbor's home.
The 10-month course is similar to secret classes Afghan girls attended during the 1990s, when educating girls was banned under the Taliban. But now, the effort is sanctioned by the Afghan government and funded by international groups like the World Food Program and the Canadian International Development Agency.
Afghan supervisors, who asked they not be taped or named for fear of reprisals, say they started about 200 of these in-home courses two years ago.
Clandestine Classes Keep Hope Alive
Today, the number of classes exceeds 400, each with about 30 students. To help coax families into sending their girls, students are given wheat, cooking oil and salt.
Teachers, such as Sadat, receive no salary but instead receive food staples, too. Sadat says she doesn't mind because her aim is to make sure her country doesn't fall to militants.
"I want to serve my nation and my country. If the militants kill me, so be it. I pray to God as do my mother and father and that gives me the strength not to be afraid," she says.
Sadat says her efforts are paying off. Her student, Amina, says she is determined to stay in school so she can become a nurse or doctor someday.
Threats, Options For One Girl
Fourteen-year-old Golalai Achakzai doesn't attend school — and hasn't for nearly 18 months, she says, because her father won't let her go, although her situation is different from most Afghan girls.
Her father, Darweza Achakzai, is a dual Afghan-German citizen and chemistry professor who returned to his native Kandahar to teach.
Achakzai looks sadly at the shy teenager he adopted in Afghanistan. He fiddles with his worry beads as he explains in German to a visitor that he has no choice but to keep her home.
"People assume I'm rich because of the fact I moved here from Germany. So she's a target for kidnappers. They'll cut off one of her hands and send it to me and tell me to pay a ransom if I want her back," Achakzai says.
Such fears are founded. The professor's late wife, Sitara, who served on Kandahar's provincial council, was gunned down earlier this month in front of their home. Achakzai says the only hope for his daughter's education is for them to leave Afghanistan, which he plans to do next month.
It's an answer for this family, but not an option for countless other girls in Kandahar.
Same thing all over the world-We must stand together!!
The Talking Teacher has just recently returned from a Caribbean Union of Teachers conference in St. Croix (pictures to follow) and have had a lot of different thoughts on his mind as a result. One thing is this- all around the world, teachers are going through the same struggles, the same celebrations, the same issues. Check this from a recent BBC post, about teachers in Africa:
Teachers in Zimbabwe have called off a strike despite their wage demands not being met, while the government has slashed school fees for the new term.
David Coltart said the government had no money to raise their salaries, but he had agreed to help teachers by giving their children free schooling.
Teachers' groups said they accepted the government was struggling for funds and needed time to raise revenue.
Teachers are paid $100 (£66) a month but unions wanted four times as much.
Interesting huh? Yes, different economy and all, but same thing, teachers are not worth their weight in gold, yet every politician loves to get up and say how much we love our teachers, and they love to state ever so proudly that they were once teachers. (well, why did you leave?That's another entry...)
So to all the teachers around the world, to all of the teachers unions, hang in there, last Friday was May Day. May 1st, labour day for many countries around the world. To all the unions, we support you- SOLIDARITY FOREVER!!!
Teachers in Zimbabwe have called off a strike despite their wage demands not being met, while the government has slashed school fees for the new term.
David Coltart said the government had no money to raise their salaries, but he had agreed to help teachers by giving their children free schooling.
Teachers' groups said they accepted the government was struggling for funds and needed time to raise revenue.
Teachers are paid $100 (£66) a month but unions wanted four times as much.
Interesting huh? Yes, different economy and all, but same thing, teachers are not worth their weight in gold, yet every politician loves to get up and say how much we love our teachers, and they love to state ever so proudly that they were once teachers. (well, why did you leave?That's another entry...)
So to all the teachers around the world, to all of the teachers unions, hang in there, last Friday was May Day. May 1st, labour day for many countries around the world. To all the unions, we support you- SOLIDARITY FOREVER!!!
Monday, May 4, 2009
Ch 3 Seeing Color, Seeing Culture Questions
Here are the next set of thought /discussion questions for the book club. Remember to feel free to tune in, as well as to leave a comment on the blog.
The chapter begins with the part of Dr. Martin Luther King’s speech, I have a Dream.
1. Do you consider yourself a Cultural Relevant teacher? Why or why not?
2. Why do you think Dr. Ladson-Billings began this chapter with a vignette? Do you have any experiences to share like this?
3. AT the end of the vignette on page 31, last sentence..What are you doing to make your students feel, special, important & smart?
4. Do you feel that we acknowledge the racial & ethnic differences of the students whom we teach? Why is this so important?
5. On page 32, Billings, speaks about an early study that was conducted on pre-service teachers, paragraph 2. Read paragraph 2 and think of our school and its culture to answer the 3 important questions.
6. Page 32 – If a teacher looks at a classroom and sees the sons and daughters of slaves, how does that vision translate into her expectations for educational excellence. When we look at our children and see the faces of those who have socio-economic and educational problems, do we lower our expectations for these children?
7. What happens when teachers don’t see racial or ethnic differences in their classrooms?
8. Let’s compare the culture relevant Teacher to the Assimilations teacher.
9. Do you feel Joe Public, looks at our public school system as catering to the lower white income families PLUS blacks & the private schools are for the WHITES and upper class blacks. Do you feel this is true?
10. Page 35 Ms. Dupree states that when one of her students asked, “why you so dressed up?” she replied that she dresses that way because she was coming to work & works with very important people, so she wanted to look good. Do feel professional attire speaks volume for the teacher & their profession?
11. Page 35 describes Pauline Dupree what she looks like, how she dresses & what her classroom looks like & how it is run. The conclusion made was that the students were well behaved and orderly. What does this speak to in reference to the role model teachers are to their students?
12. What persona is given off by those teachers who dress poorly? Should professional dress be revisited here in Bda?
13. If you look good, you feel good, you want to be the BEST!!
14. Read pages 36 & 37, Dupree is talking with her students about wanting to become a teacher. Do you have these conversations with your students? Explain
15. Hwy is it important to see yourself as part of your school’s community? Explain the phrase, teaching is giving back to the community. Do you encourage your students to do the same?
16. Do you fit the mold of Dupree ”neat & orderly”, or Deveraux ”organized chaos”?
17. Deveraux had a missing child so she activated her –telephone tree, do you agree with having something like this as a teacher?
18. Parental involvement – What do WE do to get parents involved?
19. What are the characteristics that an excellent teacher should have that would inspire young scholars to want to become a teacher?
20. How important is it to spend time outside of the classroom to build community spirit? What would that looks like?
21. Do you see teaching as an ACT, Science or ART. Explain.
22. Do you see yourself in your students? Do they have your experiences, background, stories?
23. Peggy Valentine is on of the best teachers at the school she teaches. Her principal doesn’t like her personally, BUT he does acknowledges her as one of his best. Do you feel our leaders can separate the personal from the professional?
24. Do you believe that ALL students can achieve? Support your answer. – refer to CH2 page23 to assist you Why is it important to have a classroom that shouts success & a loving environment? What does this look like?
25. Does the competence of your Principal dictate the success in your classroom & in your school? Why or why not?
26. Is it important that students say positive affirmations to begin & end their day?
27. What are some practices we can take as educators from our colleagues in Chapter 3?
28. Why is it important to help students make connections between their community, island and the world?
29. One of her subjects – Margaret Rossi, states that she hated working at the private schools because she felt students were given material things BUT lacked sincere parental involvement, parents did what they were told they had to-do and nothing extra. Relate this to both our private & public schools.
30. Bermudian students are known for their talkativeness, who will be their selves no matter what and who will tell you exactly how they feel. Do you feel this is a strength, If so how can teachers best utilize this strength?
31. How does teaching with culturally relevant practices “dig knowledge out” of students?
The chapter begins with the part of Dr. Martin Luther King’s speech, I have a Dream.
1. Do you consider yourself a Cultural Relevant teacher? Why or why not?
2. Why do you think Dr. Ladson-Billings began this chapter with a vignette? Do you have any experiences to share like this?
3. AT the end of the vignette on page 31, last sentence..What are you doing to make your students feel, special, important & smart?
4. Do you feel that we acknowledge the racial & ethnic differences of the students whom we teach? Why is this so important?
5. On page 32, Billings, speaks about an early study that was conducted on pre-service teachers, paragraph 2. Read paragraph 2 and think of our school and its culture to answer the 3 important questions.
6. Page 32 – If a teacher looks at a classroom and sees the sons and daughters of slaves, how does that vision translate into her expectations for educational excellence. When we look at our children and see the faces of those who have socio-economic and educational problems, do we lower our expectations for these children?
7. What happens when teachers don’t see racial or ethnic differences in their classrooms?
8. Let’s compare the culture relevant Teacher to the Assimilations teacher.
9. Do you feel Joe Public, looks at our public school system as catering to the lower white income families PLUS blacks & the private schools are for the WHITES and upper class blacks. Do you feel this is true?
10. Page 35 Ms. Dupree states that when one of her students asked, “why you so dressed up?” she replied that she dresses that way because she was coming to work & works with very important people, so she wanted to look good. Do feel professional attire speaks volume for the teacher & their profession?
11. Page 35 describes Pauline Dupree what she looks like, how she dresses & what her classroom looks like & how it is run. The conclusion made was that the students were well behaved and orderly. What does this speak to in reference to the role model teachers are to their students?
12. What persona is given off by those teachers who dress poorly? Should professional dress be revisited here in Bda?
13. If you look good, you feel good, you want to be the BEST!!
14. Read pages 36 & 37, Dupree is talking with her students about wanting to become a teacher. Do you have these conversations with your students? Explain
15. Hwy is it important to see yourself as part of your school’s community? Explain the phrase, teaching is giving back to the community. Do you encourage your students to do the same?
16. Do you fit the mold of Dupree ”neat & orderly”, or Deveraux ”organized chaos”?
17. Deveraux had a missing child so she activated her –telephone tree, do you agree with having something like this as a teacher?
18. Parental involvement – What do WE do to get parents involved?
19. What are the characteristics that an excellent teacher should have that would inspire young scholars to want to become a teacher?
20. How important is it to spend time outside of the classroom to build community spirit? What would that looks like?
21. Do you see teaching as an ACT, Science or ART. Explain.
22. Do you see yourself in your students? Do they have your experiences, background, stories?
23. Peggy Valentine is on of the best teachers at the school she teaches. Her principal doesn’t like her personally, BUT he does acknowledges her as one of his best. Do you feel our leaders can separate the personal from the professional?
24. Do you believe that ALL students can achieve? Support your answer. – refer to CH2 page23 to assist you Why is it important to have a classroom that shouts success & a loving environment? What does this look like?
25. Does the competence of your Principal dictate the success in your classroom & in your school? Why or why not?
26. Is it important that students say positive affirmations to begin & end their day?
27. What are some practices we can take as educators from our colleagues in Chapter 3?
28. Why is it important to help students make connections between their community, island and the world?
29. One of her subjects – Margaret Rossi, states that she hated working at the private schools because she felt students were given material things BUT lacked sincere parental involvement, parents did what they were told they had to-do and nothing extra. Relate this to both our private & public schools.
30. Bermudian students are known for their talkativeness, who will be their selves no matter what and who will tell you exactly how they feel. Do you feel this is a strength, If so how can teachers best utilize this strength?
31. How does teaching with culturally relevant practices “dig knowledge out” of students?
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