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March 2009
Vol 6 No 3
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Teachers.Net Gazette Vol.6 No.3 March 2009

Cover Story by Graysen Walles
Teachers are Brave
Somewhere in this country a drive-by was avoided, a robbery was reconsidered, or a suicide attempt was abandoned because a teacher was willing to show up and make a difference in the classroom, administrative office, after school activity, or at the home of a child.


Harry & Rosemary Wong: Effective Teaching
Assessing for Student Learning

Columns
»The 21st Century Teaching-Learning Environment - (Think Outside the Classroom Box)Hal Portner
»Why Do You Teach?Sue Gruber
»Educating Homeless ChildrenLeah Davies
»Old School Progress ReportsTodd R. Nelson
»Habit vs. Awareness for the 3 Practices and for the Hierarchy of Social DevelopmentMarvin Marshall
»The Busy Educator's Monthly FiveMarjan Glavac
»Dear Barbara - Advice for SubsBarbara Pressman
»Global Travel GuruJosette Bonafino
»Tool & ToysRick Morris

Articles
»Economic Relief for TeachersTeachers.Net
»Fifty Years of TeachingBill Page
»Strange SignsTim Newlin
»A Dozen Surefire Tips To Maximize Flexible Grouping and Small Group LearningSusan Fitzell
»Time to Reward YourselfAlan Haskvitz
»March 2009 Writing PromptsJames Wayne
»Using Photographs To Inspire Writing VHank Kellner
»What’s Wrong With Teacher Education In This Country?Howard Seeman
»“Slumdog Millionaire” Teaches About Education, TooDorothy Rich
»Teachers’ Role in Improving Students’ Thinking Skills: Moving beyond the ‘sage on the stage’Ambreen Ahmed

Features
»Apple Seeds: Inspiring QuotesBarb Stutesman
»Today Is... Daily CommemorationRon Victoria
»The Lighter Side of Teaching
»Teacher Blogs Showcase
»Liz Phillips' Printable Discipline Rubric
»Photo tour: 4th Grade Classroom
»Lessons, Resources and Theme Activities: March 2009
»Featured Lesson: Recognizing Bullying
»Modeling Guided Reading FAQ, Periodic Table of Videos – Fascinating Chemistry!, Carl Sagan - 4th Dimension Explanation, Parabolas in the Real World, Al Jolson sings - Brother Can You Spare a Dime?, Lovers’ Waltz - Casey Willis on violin, Meet Secretary of Education Arne Duncan
»Live on Teachers.Net: March 2009
»T-Netters Share Favorite Recipes
»Managing Hyperactive Students
»Newsdesk: Events & Opportunities for Teachers
»This Board’s For Me!


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Cover Story by Graysen Walles

Effective Teaching by Harry & Rosemary Wong

Contributors this month: Graysen Walles, Hal Portner, Sue Gruber, Leah Davies, Todd R. Nelson, Marvin Marshall, Marjan Glavac, Barbara Pressman, Josette Bonafino, Rick Morris, Bill Page, Tim Newlin, Susan Fitzell, Alan Haskvitz, James Wayne, Hank Kellner, Howard Seeman, Dorothy Rich, Ambreen Ahmed, Barb Stutesman, Ron Victoria, Liz Phillips, and YENDOR.

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Bill Page

Good Teachers
Archive | Biography | Resources | Discussion

Fifty Years of Teaching

by Bill Page
www.teacherteacher.com
Continued from page 3
March 1, 2009

Insights Gleaned Through Tainted Lenses

Here are some observations, beliefs, and definitions that made a difference in my teaching:

“Motivation is only half a word. The other half is “to what.” Motivation to what? Do you want me to motivate a kid to eat spinach or ice cream? We’re not talking about motivation; we’re talking about spinach and ice cream.”

“Kids don’t just flunk; they flunk what I teach, the way I teach it, with the information I give, the examples I use, vocabulary I use, and with the assignments, tests, grades, and experiences for which I am responsible.”

“The alternative to flunking kids is teaching them. I don’t get paid to flunk kids. I get paid to teach them. And, so I do.”

“Teachers do not teach classes. They teach individuals (in classes). No class has ever learned anything; only individuals learn or fail to learn. Each student in class can learn, all students can learn, but the class does not and cannot learn.”

“Motivation equals reason, as in having a reason. I was not motivated to get up this morning – I had a reason to get up. Kids, who have a reason to study, do so.” Those who don’t have a reason, or have conflicting reasons, don’t study.” They need reasons not a carrot or stick.

“Whether I have an exciting, interesting class, whether all kids learn or only a few, and whether I have a good class with a good attitude, depends on me not on my kids”

“I have a choice; I can complain because students squirm in their seats and admonish them; or I can get them up out of their seats, moving as part of their learning.”

“No matter where we are going; we have to begin from where we are – each of us: no matter how convenient it might be to have a predetermined starting point and schedule.”

“In the school reform process, teachers are the solution; not the problem. Teachers don’t resist change. What they resist is being changed by bureaucrats.

“At-risk students are kids who do not profit from traditional teaching techniques, materials, or procedures. It is a term used to blame kids for school’s inability to meet their needs.”

“Teachers don’t always know what to do; but they certainly know some things not to do.”

“We must change the foundation in education not merely rearrange the floor plan.”

“Given a choice of violating school policy and violating my student’s dignity and worth, I always choose students over policy. Every other teacher chooses between the two, also.”

“Slow learning is a matter of coming to a task without the prerequisite knowledge to do that task. We are all slow learners; it depends on our previous learning and on the task.”

“Teaching based on traditional methods is obsolete. To continue using the teaching methods of the past isn’t just miseducation; it constitutes malpractice. And, flunking kids is an abuse.”

Article continued on next page



» More Gazette articles...




About Bill Page ...

Bill Page, a farm boy, graduated from a one-room school. He forged a career in the classroom teaching middle school “troublemakers.” For the past 26 years, in addition to his classroom duties, he has taught teachers across the nation to teach the lowest achieving students successfully with his proven premise, “Failure is the choice and fault of schools, not the students.”

Bill Page is a classroom teacher. For 46 years, he has patrolled the halls, responded to the bells, and struggled with innovations. He has had his share of lunchroom duty, bus duty, and playground duty. For the past four years, Bill, who is now in his 50th year as a teacher, is also a full time writer. His book, At-Risk Students is available on Abebooks, Amazon, R.D. Dunn Publishing, and on Bill’s web site: http://www.teacherteacher.com/

In At-Risk Students, Page discusses problems facing failing students, “who can’t, don’t and won’t learn or cooperate.” “The solution,” he states, “is for teachers to recognize and accept student misbehavior as defense mechanisms used to hide embarrassment and incompetence, and to deal with causes rather than symptoms. By entering into a democratic, participatory relationship, where students assume responsibility for their own learning.” Through 30 vignettes, the book helps teachers see failing students through his eyes as a fellow teacher, whose classroom success with at-risk students made him a premier teacher-speaker in school districts across America.


Bill Page Articles on Teachers.Net...

Related Resources & Discussions on Teachers.Net...

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