I had the privilege of being interviewed in the pilot episode of the EDpiphany podcast with CRC, an amazing educator and entrepreneur.
We talked about the No-Nonsense Nurturer model of teaching, and how Radical Candor could be viewed as the “adult version” of this. We also had some great laughs as we talked about how hard education work is!
See here to read my masters capstone, entitled “The Potential for Using Adaptive and Assignable Instructional Technology to Increase Student Agency and Achievement”. This was an amazing opportunity for me to write about my passion: using technology to better meet the needs of all students!
Earlier this month in Denver, at Creating Change: the 27th National Conference on LGBT Equality, I was on a panel titled “The State of Education in LGBTQ America,” sponsored by Teach For America’s LGBTQ Initiative. At this year’s conference, queer and transgender people of color were front and center. As a teacher, it made me think about the how people in spaces like Creating Change can have a positive impact on queer and transgender students of color.
LGBTQ students of color enrich their school communities every day. Living at the intersection of multiple identities can provide opportunities to develop critical thinking skills, empathy, and leadership for the individual student, and it can also draw out those things in other students and adults. Supporting these students contributes to a positive learning experience for all.
I’ve always wondered how much I work a week as a teacher. Last week, I sat down with six other teachers (at different schools, different grade levels, etc.) and asked them to track their hours worked.
Two things shocked me.
First, out of the seven teachers surveyed, we spend only 42% of our time actually delivering content to students. That other 58% of the time is devoted to conferences, miscellaneous tasks, lesson planning, meetings, PD, and tracking (in that order).
For the start of Year Two, I found out I’d be co-teaching. After preening for a few minutes at my good fortune, I thought of all the time I’d be saving by having another person to shoulder the work. After all, I thought, having a second person by me every moment of teaching would cut my work in half.
If anything, having a co-teacher has made me work much harder than I did most days during Year One, and definitely not because my co-teacher is lazy. If anything, it’s because she is so much the opposite of that.