Topic: Heinemann Fellows

Today on the podcast, we're handing the podcast over to Heinemann Fellow Brian Melton!

Even small shifts in crossing the creative desert can have an incredible impact on both our students and our classroom.

This week on the Heinemann Podcast we’re learning about how identity work supports daily instruction, and strengthens our learning communities.

It’s time for me to be more than “aware.” And I’ll start with this: my classroom doesn’t belong to me. It belongs to my students, who are trying to be students while experiencing the ongoing trauma of being institutionalized.

Relational vulnerability isn’t a once-and-done practice. We need to be deliberate about making time to listen and know our students.

What would happen if you took notes for five minutes as your students were working? What would you see? What would you hear?

I decided to take on the radical act of teaching empathy to my students.

This week on the Heinemann Podcast we’re learning about affective learning and personal identity work in education.

It is imperative that K–12 teachers find ways to affirm students’ cultures and identities so they can make history.

In what ways might middle-grade students’ math agency deepen by writing about their learning or discoveries in math class, including, but not limited to, journaling, explaining math ideas, and writing conjectures and proofs about their mathematical discoveries?

Janelle Henderson invites us to reflect on serving the needs of the boys of color in classrooms.

Over the years, the “library” space came to be used for professional development, math labs, anything but literacy programming, and collection development slowed down significantly.

Witnessing a roomful of students typing or scribbling away, occasionally pausing to ponder a point or reconsider a sentence—this is teacher bliss. But how do we guide them to a place where they are writing for more than their teacher, for more than a grade?

Whether teacher vulnerability leads to an increase in student engagement is yet to be determined. However, an initial survey responses suggest students crave and appreciate authenticity.

Heinemann fellow Julie Kwon Jee has this question: In what ways does a continuous exploration of identity via literature and personal reflection increase engagement and encourage students to become active participants in choosing the books they read both inside and outside their classrooms?

This month's PLC series, we examine impacting pedagogy with identity work.

This week on the Heinemann Podcast we’re learning about the importance of personal identity work in education. To understand this work better, and its impact on teachers, we’re handing this week’s podcast over to Heinemann Fellow, Minjung Pai.

There is a better way than teaching to district assessments and high-stakes college entrance exams. Though we may have to teach a type of formulaic writing, we don’t have to abandon the work that truly matters to our students.