Reflecting & Storytelling About Teaching
Before my eighth-grade history students moved into online learning this spring, I had no idea about one student’s affection for Cup Noodles or another’s sweet way of talking about her 5-year-old brother. Perhaps I should have known, but I didn’t, and I wish I had. Distance learning has enabled these intimate glimpses… Continue reading
This has been one of the most difficult moments I can remember to encourage students to follow the news. As two 8th graders said recently in a Zoom chat:
Here’s how my second meeting with one class started last week, when three students opened up a chat on Google Meet:
1:16 PM
can i go to the bathroom
1:16 PM
we didn’t have to turn in a current event today right… Continue reading
Writing a letter to a politician is about as “civic” an assignment as we can do within our classroom walls, and it feels especially relevant in our polarized political climate. For the first two years that my U.S. history and civics students wrote these letters, though, I didn’t quite… Continue reading
We can link current events to what we teach in the classroom in at least two ways—through content and through character. With content, teachers sometimes wonder how they can justify adding current events to their lessons… Continue reading
In my 8th grade U.S. history and civics class, which I’ve taught for seven years, our unit on the Constitution has always challenged me because it raises so many questions about curriculum planning… Continue reading
Every year, teaching the Declaration of Independence daunts me. The possibilities for modern and historical connections are vast, and I wonder if I could be doing more to cement the favorable concepts from this founding document into students’ minds… Continue reading
