When I was a kid, I became fascinated with the story of Momo by Michael Ende. Have you read it? Momo is a little girl of mysterious origin with an extraordinary ability to listen – really listen. I remember reading the book and wondering, how does she do it? Can I really listen that way too?
She listened in a way that made slow-witted people have flashes of inspiration. It wasn’t that she actually said anything or asked questions that put such ideas into their heads. She simply sat there and listened with the upmost attention and sympathy, fixing them with her big, dark eyes, and they suddenly became aware of ideas whose existence they had never suspected. Momo could listen in such a way that worried and indecisive people knew their own minds from one moment to the next, or shy people felt suddenly confident and at ease, or down-hearted people felt happy and hopeful. Read more
The relationships that children and youth establish with adults are critical for a healthy social and emotional development. When students and teachers establish positive, caring relationships, students are more likely to use their teachers as resource to solve problems, engage in learning activities, and better navigate the demands of school (Williford & Sanger Wolcott, 2015). Researchers have found that high-quality relationships between students and teachers are linked with students’ academic and social-emotional outcomes. Read more
“I’ll never be able to make these kids learn or behave appropriately. They just don’t listen! If I don’t get them to master the content, I am in trouble. Tests are around the corner… what If I loose my job? I’m not good at this… actually I am really bad at teaching. What if I just quit and forget about all of this? But then, I’ll never be able to find a job that I enjoy…”.
A few years back, my principal and I had an argument about some testing that needed to get done. From my classroom, a remodeled closet above the gym, I could hear her heels coming towards my class… I started sweating and my heart was pounding; she was not even there yet, and I was already getting angry again! My mind was quickly building a catalog of all the situations where there had been tension between us, which made me even angrier. The conversation did NOT start with “I hear what you are saying…” and there were some passive aggressive remarks made… by me. Fortunately, we were able to work through the issue and made a plan to solve the problem. When she left, I felt so relieved. Read more
I recently read an excerpt from Little Virtues by Natalia Ginzburg that has stayed with me for weeks. Born in an anti-fascist Italian-Jewish family in 1916, Ginzburg lived through a lot before she turned fifty. Her ideas about teaching children are still meaningful today, and they help us to reflect on what we want for our students. Read more
Summer is a time for educators to rest, rejuvenate, maybe travel and spend time with friends and family. But many teachers use their break to do what they love most: teaching. They change their kindergarteners or teenagers for adults to provide professional development workshops for other educators. Technology in the classroom, differentiation, mindfulness… you name it! Professional development for teachers should be experiential, collaborative, grounded on the practice and closely connected to students’ needs. It should also consider that teachers might show resistance to change. Easy, right? Well, not really. Read more
Resilience is the ability to withstand stress and catastrophe. Humans have an amazing capacity to adapt and overcome adversities and even after devastating tragedies, individuals and communities find ways to move forward and rebuild their lives. Linda Lantieri founded the Inner Resilience Program (IRP) in 2002 in response to the effects of the events of September 11, 2001 on New York City schools. Read more