“We’re not trying to do that anymore.”
I just love that she had that moment of feeling like a kid, and not feeling like she's carrying anything... And hopefully she remembers that forever, 'cause I will.
Teachers share stories of student transformation and how they helped address individual students’ needs.
“It’s hard to be what you can’t see.”
If our boys are in trouble, our society is in trouble. It's hard to be what you can't see.
“The arts enhance every part of education.”
I've been told, “this student can't read” or “they're a non-reader.” But in my class, in my play, they've learned their lines. So I believe strongly: the arts enhance every part of education.
Why the social-emotional aspect of teaching is important
My connection with a student was able to save her life. I was her Business teacher. And there was a point where she was always in class, always participating. She was actually one of my best students. But during the course of the first year I had her, she started missing class.
Supporting incarcerated students
I'm a teacher for the Department of Education at Rikers Island. My background is 35 years in the construction trades and six years now with the DOE teaching incarcerated students.
Jessica Lander | Teaching history and civics to immigrant students
I have the honor and joy of teaching U.S. history and civics to recent immigrant and refugee students. My students come from more than 30 countries: from Colombia, to the Democratic Republic of the Congo, to Cambodia. Most of my students have been in the U.S. for less than five years.
Margi Bhansali | The importance of play in learning
I went to school to be a journalist. My financial aid package required that I take on a work-study job. So during my first year of school, I worked with Jumpstart, an AmeriCorps program where they put college kids in Title I preschools.
Dana Guenterberg | Outdoor learning and helping students feel seen
I was pretty close with my brother. He ended up going to jail when I was in fourth grade. We were having morning meeting at school, and the question that day was, ‘How are you feeling?’
Dan Shutes | How teaching is like coaching
The bulk of my fifth graders are just excited to see me. They want to talk to you in their downtime. They want to sit by you at lunch, and they want you to come to recess with them. That feeling is the driving force that made me become a teacher.
Benjamin Grignon | Teaching within the Menominee Indian Reservation
I was full-on ready to be a full-time artist. And then I was invited to be a teacher at a summer institute in Denver, through the Native American Youth Outreach Program. I think it was seeing those kids connect to our traditional arts — part of our cultural inheritance that they had little exposure to before. It was seeing kids connect to our indigenous ways that changed me.