inspire

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How magical is your classroom?
image via flickr:CC | Karen Roe

So, what does it mean to have a magical classroom? 
The word magical can be defined as delightful in such a way as to seem removed from everyday life. Why can’t we cultivate learning experiences that seem so extraordinary that they capture the student’s interest and motivate them to be self-seekers to the answers we would have taught in daily lectures? If we take a closer look at our curriculum, wouldn’t it be possible to sit back and ask the “bigger questions?” What is it that we are trying to convey with this standard or objective? How does it relate to the student?
Asking how a standard or objective relates to a student brings up a bigger question: How well do we know our students?
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How magical is your classroom?

image via flickr:CC | Karen Roe

So, what does it mean to have a magical classroom?

The word magical can be defined as delightful in such a way as to seem removed from everyday life. Why can’t we cultivate learning experiences that seem so extraordinary that they capture the student’s interest and motivate them to be self-seekers to the answers we would have taught in daily lectures? If we take a closer look at our curriculum, wouldn’t it be possible to sit back and ask the “bigger questions?” What is it that we are trying to convey with this standard or objective? How does it relate to the student?

Asking how a standard or objective relates to a student brings up a bigger question: How well do we know our students?

Using theater to tell students’ stories about childhood trauma, PTSD, and restorative discipline

Cornerstone Theater Company and The California Endowment collaborated with the community of Long Beach to talk about what’s really going on in Long Beach schools. They created a theater piece based on those real stories. Long Beach community members, alongside professional actors, performed the play at the Long Beach Art Center. It’s a real story about trauma and childhood PTSD, school discipline and suspensions, resiliency and restorative justice from the kids who live it everyday.

What Can We Learn from Self Doubt?

Most of us don’t handle teaching mistakes the same way. I suspect this partly derives from the long history of teaching being a private activity—something we do in our classrooms, alone, often with the doors closed. It’s also tied up with how teaching is an expression of who we are as people, which makes mistakes a matter of personal integrity. Aren’t we a bit like our student writers and performers who are so vested in what they write and perform that they cannot separate the person from the performance?

Learning from Our Teaching Mistakes