New Books: Conversation Comeback by Liza Garonzik
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Information & Inspiration from real teachers, real students & real research
If students learn more from succeeding than failing, how can we reframe what it means to fail?
Three resources to help you create safe spaces for queer students.
What do peer-generated questions accomplish in the learning process… and what are their limitations?
Three new (and old) calls to embrace, invigorate, and develop reflective practice.
“I always want for the kids in my classes to feel like that: heard, seen, and known.”
“Teaching the skill of having conversations about identity is different than teaching the skill of how to apply a math formula to the real world. You can’t apply formulas to an identity. We, as educators, have to be comfortable with fumbling through conversations and not having all the answers and having to model what it’s like when you say the wrong thing or learn something.”
“Every once in a while, I wander and look in other people’s classes: I’d like to see what people are doing in other disciplines. How do they handle their lessons? How are they arranging their desks and table? I just ask.”
“There’s no way that we can guarantee that a discussion is equitable. What we can work toward is finding as many ways to get student voices into it as possible.”
What if audiobooks could lead students to more creative reading and better listening?
“We think about “oh, the purpose of this class is to be English class,” but there needs to be a clear purpose for each specific gathering. You get to choose what that template looks like. The structures that go with it should fuel that purpose.”
