Through all the unprecedented changes the pandemic has brought into our classrooms, something that hasn’t changed and is highly unlikely to change is, how, despite seemingly perfect external conditions, the inner condition of the writer affects their writing.
This ready-to-use mini grammar unit aims to provide a framework for the student to systematically learn and use articles in their spoken and written English. Slides included.
“..most long term plans address curriculum, a few good ones address pedagogy; but, most don’t address the single most important data point: what we know and don’t know about ourselves and our students.”
I kept trying to get better at giving students more independent writing time and ensure I conferred with every student every day. Yet, my ELLs continued to struggle in both their language proficiency and productivity. They wrote the least number of pieces every year.
As I endeavored to practice what I learned, I found that conferences with a few of my students were more difficult than the most difficult examples in the books. I was stumped by blank stares and students who said, “I don’t understand what you’re saying,” or “Ok, but what should I do now?”
Teaching conventions seems to be the most straightforward part of teaching English. Learning conventions, though, doesn’t come easy, especially to ELLs.
The paradoxical truth about teaching is that you can be an excellent teacher to all students only by being an excellent teacher to one student at a time.
“One of the burdens of privilege is the outsider’s perspective.”
I want my students to become confident using mentor texts to guide and inspire their writing — it’s one of the most transferable skills I can give them for school and life beyond school. But, as I shared last month, I’ve been thinking a lot recently about a kind of independence that comes after that. […]
If finding the words that seem to be stuck in your throat is not finding your voice, then what is?
