When I was in eighth grade, I had this very eccentric English teacher. He would whack the desks whenever he wanted people to answer — and sometimes he would only call on the kids who were reliably the ‘smart kids.’ …
Stories, interviews, and videos where teachers discuss what standardized tests don’t measure.
Seven teachers from Madrid Neighborhood School in Phoenix, Arizona share their perspectives on K-12 education.
It's hard to view my career in stories. Maybe it's not even my story. Maybe it’s the story of my dad. I grew up in South Chicago. My dad was a preschool teacher. And everywhere we went, it was like, ‘El maestro, el maestro!’ And so that made me a celebrity by extension: la hija del maestro.
Because we don't have art in our building, I actually have an easel and paint in the back of my classroom. The kids come in for breakfast, they see me painting.
One of the differences between learning from an AI program and learning with a teacher in a dialectical manner is that you don't have that empathy, connection, dialogue. All of our kids have so much potential and deserve for someone to have high expectations of them and to help them improve and grow, whatever that means for them.
I grew up in Oak Park in the 1980s. People were all about the melting pot. The idea was that everyone is the same and nobody looks different — we're all part of this collective homogenous blob. One of the drawbacks to that was that I was never really seen.
I was the kid who was under the table with a fireman's helmet on, covering his ears because he didn't understand what people were saying. I would get frustrated all the time because I didn't understand multiple syllable words. So in elementary school, I was diagnosed with dyslexia.