- Teaching in a Pandemic: Help Teachers, Help You - February 2, 2021
- The Importance of Feedback in Distance Learning - October 9, 2020
- What a Teacher Wants: One Teacher’s View - March 25, 2018
- Artist is Not a Dirty Word - March 18, 2018
- The Death of Reflection in English/Language Arts Classrooms - March 9, 2018
- More Than A Teacher - March 4, 2018
- Real Teaching Resolutions - January 5, 2017
- 23 Times I have Questioned My Sanity While Teaching - September 7, 2016
- Part 3: Adventures in Real Word English/Language Arts – Let Them Be Great - August 23, 2016
- Part 2: Adventures in Real World English/Language Arts: Making Them Care - August 4, 2016
I’ve always had a high-stakes class. English III has been an EOC(end-of-cours)e since my second year in education, and while it has always been a lot of pressure teaching a high-stakes class, there has been a certain amount of comfort because the kids knew they had to pass a state test. I also teach AP classes which have students who are (usually) self-motivated and ambitious. My new technical writing class is a little different.
We had our open house last week. Only half of my future technical writing students showed up, then most were on their cell phones during my presentation. I even corrected a student holding a full-blown conversation with his friend while his parents just sat there. I left the open house with mixed feelings. Not only is this class going to challenging because I have never taught it, but because of the students taking this class.