Tag Archives: Heinemann Fellows

Taking A Closer Look at “The Hate U Give”

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By Tricia Ebarvia and Dr. Kim Parker

Have you read Angie Thomas’ The Hate U Give? Read on to hear our initial thoughts. Then join us on Monday, May 1, at 8 p.m. EST when we’ll be hosting a Twitter chat using the hashtag #TeachHateUGive. Scroll to the bottom of this post to preview our discussion questions.

What’s the point of having a voice if you’re gonna be silent in those moments you shouldn’t be?

—Angie Thomas, The Hate U Give

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Heinemann Fellow Ian Fleischer on Bringing His Students Back to Loving Math

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A few years ago, I taught a fifth-grade student named Carter.

Carter was a delight. Kind. Soft spoken. Funny.

Often he was curled up around a library book, or, when he wasn’t reading, Carter was usually in some conversation about game strategy: a new chess move, an impressive feat of Minecraft engineering, or the dreaded probability he’d end up on the “wrong” capture the flag team that day.

Carter was seen by all as a “good–at-everything” kid. I also considered him a “math kid.” I didn’t worry about Carter. He’d understand the math. He’d do the work. He’d ace the test. You know, a math kid.

I’ll admit, Carter’s dependability allowed me to concentrate on the rest of my students—ones who didn’t understand or only thought they understood, or who were just plain disengaged.

But Carter? No worries there. He was a lock. Or, so I thought.

One mid-October afternoon, I overheard Carter talking to his good friend Patrick. “Ugh,” Carter said. “I hate math.”

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Heinemann Fellow Anna Osborn on Explorations of Identity

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Legacy. What is a legacy?

It’s planting seeds in a garden you never get to see.

I wrote some notes at the beginning of a song someone will

Sing for me . . .

       —From Hamilton by Lin-Manuel Miranda

The gray hangs from the February sky like the roof of a tent heavy with rain. It’s during these wintry days when I feel most vulnerable as a teacher. I’m also sensing winter’s hold on my students, and I begin to wonder if I make even the smallest difference for them.  

As a reader, I am captivated by characters. Major characters who drive plot or who find themselves transformed by conflict, minor characters who flesh out stories and live in the space between interesting and important, or characters who are easily forgotten.

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Heinemann Fellow Tiana Silvas: Supporting Resilience and Agency in Writing Workshop

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As my sufferings mounted I soon realized that there were two ways in which I could respond to my situation—either to react with bitterness or seek to transform the suffering into a creative force. I decided to follow the latter course.

―Martin Luther King Jr.

Teachers are on the front lines. We are advocates, mediators, magicians, actors, and even healers. Yes, healers. On any given day a teacher can witness a student trying to make sense of struggles in his life. As teachers, we carry students’ stories with us. Some of the stories make us cry, some just about break us, and some transform us.

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Heinemann Fellow Hollis Scott: Fostering Engagement and Independence in the Classroom

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Imagine a lesson that is accessible to all levels of learners. Students are actively engaged and believe their voices matter. Imagine a lesson where students have easy-to-use structures in place that support independence and thinking dispositions such as curiosity, open-mindedness, reflection, critical thinking, creativity, and innovation. As students collaborate, they realize learning is not just an individual process driven by the teacher but a social endeavor where understanding grows from a community of students making their thinking visible to one another. Last, imagine a lesson where you have time to observe students closely, reflect on their thinking and learning, and create curriculum that truly grows from their needs and interests.

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Heinemann Fellow Kate Flowers Asks: What’s Your Five Percent?

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By Kate Flowers


One of the things I love most about teaching is that it constantly offers us new beginnings. Every semester is a chance to reinvent ourselves, our teaching, and our classrooms. Few professions offer this opportunity for reinvention, and all around me I see brilliant educators embrace it again and again.

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