This year one of my students is the son of one of the other English teachers in our school. Oh, I like her a lot, and I'm really looking forward to teaching him, but it's going to be a little bit of a trip.
For example, this morning in a department breakout session, we were wrangling with how to align the IB MYP with the TCRWP (yeah, they pay us for that!). A main objective for my first writing unit is for students to recognize that their experiences and voices are important, a valid, but hard-to-measure goal. Beyond that, we want to meet the students where they are in terms of skills and crafts and individualize instruction and assessment as much as possible.
Such targets are hard to quantify working with the language and the unit planners we are required to use, but bless her heart, our facilitator was determined to find a way.
"But what do you want the students to learn and know?" she repeated.
Finally I looked at my colleague and smiled in exasperation. "I want Edwin to know his story matters!" I told her.
For example, this morning in a department breakout session, we were wrangling with how to align the IB MYP with the TCRWP (yeah, they pay us for that!). A main objective for my first writing unit is for students to recognize that their experiences and voices are important, a valid, but hard-to-measure goal. Beyond that, we want to meet the students where they are in terms of skills and crafts and individualize instruction and assessment as much as possible.
Such targets are hard to quantify working with the language and the unit planners we are required to use, but bless her heart, our facilitator was determined to find a way.
"But what do you want the students to learn and know?" she repeated.
Finally I looked at my colleague and smiled in exasperation. "I want Edwin to know his story matters!" I told her.
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