Tag Archives: Global Teacher Prize

Your Heinemann Link Round-Up for the Week of September 28–October 2

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Welcome BACK to the Heinemann Link Round-Up. Your intrepid rounder-upper was on vacation last week, and thus nothing was lassoed, nothing was harangued. Here we are again with a full pen of links.

These links are interviews with educators, posts from our authors' and friends' blogs, and any interesting, newsworthy item from the past seven days. Check back each week for a new round of finds!

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The official Global Teacher Prize blog wrote out "3 Life Changing Lessons from Teacher Prize Winner Nancie Atwell’s Keynote at CGI."

Nearly a quarter of American children fail to achieve minimum levels of literary. For Nancie, the solution is books. She says “book reading is just about the best thing about being human and alive on the planet.” For this reason, children cannot be allowed to discover the joys of reading by accident – an enticing collection of literature is central to the children becoming competent, voracious and engaged readers. This collection must include writing at a variety of levels, from a variety of genres and to appeal to every taste.

Click through to read the full post

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NPR's Weekend Edition did some research on homework. Here it is:

 In 2012, students in three different age groups—9, 13 and 17—were asked, "How much time did you spend on homework yesterday?" The vast majority of 9-year-olds (79 percent) and 13-year-olds (65 percent) and still a majority of 17-year-olds (53 percent) all reported doing an hour or less of homework the day before. Another study from the National Center for Education Statistics found that high school students who reported doing homework outside of school did, on average, about seven hours a week.

Click through to read or listen to "Homework: A New User's Guide"

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In NCTM’s “Teaching Children Mathematics,” Children’s Mathematics coauthor Susan Empson looks at the strategies used by fifth-graders to solve division-of-fraction problems set in the context of making mugs of hot chocolate.

Children in the elementary grades can solve fraction story problems by drawing on their informal understanding of partitioned quantities and whole-number operations (Empson and Levi 2011; Mack 2001). Given the opportunity, children use this understanding to model fractional quantities, such as 1/4 of a quesadilla, and reason about relationships between these quantities, such as how much quesadilla there would be if 1/4 of a quesadilla, 1/4 of a quesadilla, and 1/4 of a quesadilla were combined.

Click through to read the full post

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Both chums in the Chartchums (Marjorie Martinelli & Kristi Mraz) have had busy years with other projects, so it's always great to see them back with a blog. This week: organizing charts.

When projects come to an end and before new ones begin, starting off with a fresh clean start helps one move forward. Whether you have taught for one year or twenty, the amount of paper and stuff accumulated can become mountainous. Inspired by the book, The Life-Changing Magic of Tidying Up: The Japanese Art of Decluttering and Organizing (Ten Speed Press 2014) by Marie Kondo, who suggests discarding as the first rule of tidying, we thought about how we could apply this to charts so that we start off the year with a fresh and tidy start. Marie Kondo’s only rule about what to keep is to hold each item in your hands and to ask, “Does this spark joy?” For a teacher to be able to answer this question you need to also ask, “Can I use this again?” “Will this save me time?” “Will this engage my kids?”

Click through to read "The Magical Art of Organizing Charts"

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And we have a round-up competitor in Dana Johansen at Two Writing Teachers! It's a great round-up of tweets about writing from September. Click here for it! 

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That's it! Be sure to check back next week for another round of links. If you have a link or a blog, be sure to mention them in the comments below. You can also email them to us or tweet at us. We're pretty available over here. Cheers to your weekend!

*Photo by Matt Lee

Nancie Atwell’s Talk With Teach For All – Live-Tweet Archive

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On Tuesday, September 29, Nancie Atwell sat down with Wendy Kopp of Teach For All for a discussion on her career, the Global Teacher Prize, and her vision for the future of teaching. Below, check out an archive of the tweets during the conversation.

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Grant Assistance: The Global Teacher Prize

The Heinemann Resource Support Team is here to help educators who are looking to purchase Heinemann Curricular or Intervention Resources but do not have the funding available to do so. Our new Grant Assistance portal provides the support you need to apply for grants. Click here to visit. This post looks at the Global Teacher Prize.

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View Nancie Atwell’s Interviews with MSNBC, ABC News, People, and The Washington Post

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Heinemann author and Global Teacher Prize winner Nancie Atwell was recently featured on ABC News and People Magazine. See the interview with Nancie below from ABC News and scroll down further for the link to her interview with People Magazine. For more information on Nancie and the newly released third edition of In the Middle, click here.


 

Read Nancie's interview with People Magazine here: "Winner of $1 Million Global Teacher Prize Donates All to Education."

Read Valarie Strauss' Washington Post story on Nancie and CTL here: "Great books that inspire a love of reading in kids — recommended by kids"

Watch Nancie on MSNBC being interviewed by Melissa Harris-Perry who named Nancie as the foot soldier of the week.

View Heinemann's complete media round-up of Nancie Atwell following her Global Teacher Prize win.

Nancie Atwell Shares Thoughts On Current Educational Landscape

In the following statement supplied to EdWeek, Nancie Atwell clarifies recent comments regarding whether she would recommend teaching as a path for young people.

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Teaching has been my pride and pleasure for more than four decades. I encourage anyone anywhere who enjoys working with young people to consider it as a career. The world needs all the smart, passionate educators it can get.

However, every day in classrooms around the globe, teachers face an array of challenges. In U.S. public schools, these include a tight focus on standardized tests and methods, which I feel discourage autonomy and encourage teaching to the test. I cheer for the veteran teachers who find wiggle room, administrative support, or both, and continue to act as reflective practitioners. I also applaud the decision-makers who respect teachers as professionals—who acknowledge our knowledge of our craft and our kids. And I empathize with aspiring teachers. I strongly believe they need to be aware of and prepared for the particular challenges of the current climate.

I have loved my teaching life, whether I was closing the door to my public school classroom and innovating without permission, or founding a non-profit demonstration school, the Center for Teaching and Learning, where innovation for the good of all children everywhere is our mission. It is a privilege to develop relationships with students, develop methods that transform their lives, and be of use to them in this robust yet nurturing way. Winning the Global Teacher Prize has given me an opportunity to not only shine a light on teaching as a powerful profession but also start a conversation about the challenges we face today. I believe that teachers are the people who know what's best for our students and right for our classrooms.

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Click here for Heinemann's additional coverage of the Global Teacher Prize.

Kylene Beers on Nancie Atwell, Her Hero

By Kylene Beers

Recently, one of my professional heroes won a huge award: The Global Teacher Prize. It was won by the extremely deserving Nancie Atwell. She then, in perfect Nancie style, announced that the full $1 million award would go to her school. I say, “perfect Nancie style” because she has always been the person to put kids first, to put fellow-teachers first, to put teaching and learning first.

Perhaps that’s why her comment during a live interview with CNN stunned many. When asked what advice she’d give to young people thinking about entering the profession, she said she couldn’t encourage young people to become public school teachers. She explained that in this climate, the restrictions on public school teachers are just too much and so she couldn’t honestly encourage folks to go there.

Her comment stunned me, too. At first. And then when I thought about it, I realized that, once again, Nancie was doing what we've always looked to her to do: speak the truth. This is an incredibly difficult time to be a teacher—and that’s for the seasoned teacher who has years of experience. That’s for the teacher who knows research that can be used to try to counteract bad practices if not in her district, then at least in her school. That’s for the teacher who understands that many educational policies will change if you can just wait it out. That's for the teacher who has found his or her voice and knows how to respectfully, but assuredly, stand up for kids and best practices.

I wonder if once again Nancie didn't do what she does best: say what's hardest to hear.

But for the novice teacher—that person still figuring out how to take roll while listening to three students explain why homework wasn’t done, while answering another student’s request to run back to the locker, while signing something that a runner from the office just thrust into his or her hands, while wondering how to get the class started when too many kids are still turned around talking to buddies—that teacher can feel overwhelmed when district- or building-adopted policies seem to stand in complete opposition to all that he or she has learned is a best practice.

And when I think of that teacher, that novice teacher, I wonder if once again Nancie didn’t do what she does best: say what's hardest to hear.

Nancie started me on a journey of rethinking practices when I first read In the Middle. At first, I stood on the edges of being in the middle—I bought bean-bag chairs and lamps and a lot of books and plants (which I promptly forgot to water) and said to the kids, “Now you read and then write me letters and I'll write back.” Let's just say that didn’t work out so well. It seems that Nancie was saying a lot more about reading and writing workshop than what I first grasped. Workshop is first and most importantly about, well, work! Little by little, over years, I’ve come closer to understanding many of the guiding principles Nancie offered us all in that groundbreaking book. Never once did Nancie budge from her principles: kids need choice in what they read; kids need opportunity to write about what they've read; kids need time to read widely and read deeply; kids need teachers who are readers and writers; curriculum built to a test has no place in a school; schools focused on test-prep have placed the value of the test above the value of a child. And when our system is so focused on standards and tests and racing to the top that we fail to see the child before us, perhaps we can no longer in good faith encourage people to head into this profession.

And, yet, of course we must. Of course we want our brightest and our smartest, our most empathetic and our most energetic entering this profession. We want them to enter demanding to know why teaching to a test would ever be more important than teaching to a child. We want them right in the middle of all that needs to change. We want them becoming the next generation of people who will lead all the changes we'll continue to need in this wonderful thing call education. I have no doubt that this year Nancie will be one of those leaders who calls us all to action; who says what must be said; who stands there with us, in the middle, showing us the work that must be done.

Always the teacher, Nancie remains one of my heroes.

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Kylene Beers is the author of When Kids Can't Read—What Teachers Can Do and the coauthor with Robert Probst of Notice and Note: Strategies for Close Reading. Follow Kylene on Twitter @KyleneBeers and visit her web site.