by Cathie Maglio, Blended Learning Specialist
Since my last post was about being a teacher, I thought I should write one on being a student. The American Heritage Dictionary defines a student as “one who is enrolled or attends classes in a school or university,” and as “an attentive observer.”
by Gary Kaplan
photos by Matthew Kaplan
Labor Day 2019
In the 1800s the Calumet region of northwest Indiana was Chicago’s Cape Cod. The baltic blue crescent of Lake Michigan swung serenely eastward from the state line. Tawny beaches and rolling sand dunes offered refuge from the raucous, brawling city of the big shoulders. Windwarped swale and reedy marshland attracted hunters and fishermen, birdwatchers and botanists. The lowslung lakefront lured industrial land scouts.
by Cathie Maglio, Blended Learning Specialist
Schools are people— students, principals, deans, librarians, janitorial staff, office staff and teachers. Of all these groups, the teachers are the most influential. They are the largest constant bloc, staying largely intact as students pass through, and they have the most direct contact with students. They are the ones who make the school what it is.
by Greg Cunningham, Blended Learning Specialist
We have many figures of speech in our language that refer to hell:
I recently had the pleasure of seeing the new Broadway musical Hadestown, in which there is actually a train to hell. (MBTA riders will understand.) I was struck by the show’s contradictory appeal. While the script frankly admits that the story is sad, the message is nevertheless one of unyielding hope. How is that possible? The story and the outcome, based on Greek myth, are totally predictable. So how does the script manage to convey a message of unwavering hope? And why, by the final curtain, had comparisons to the world of education become unavoidable, at least to me?
by Greg Cunningham, Blended Learning Specialist
These are difficult times for teachers. With MCAS looming, budgets due (and most likely cut from last year), and antsy students counting the hours to year-end, teachers have a small mountain of things on their plate. Add the storm of controversies in pop culture (which students pay more attention to than Algebra) and the classroom can be a complex and complicated storm center. Students who grew up listening to R. Kelly are going to have many questions even before getting to the recent revelations about Michael Jackson. And now English teachers have to confront the news that Charles Dickens tried to have his wife committed to an insane asylum so he could be with another woman. (Divorce was apparently too much trouble.) Throw in John Wayne’s recently rediscovered racist rants and Joe Biden’s hair fetish and your head spins like a scene from The Exorcist.
by Eileen Wedegartner, Blended Learning Specialist
The job of the English teacher is to ensure that students can read a complex text with comprehension and formulate ideas about it orally and in writing. Teachers often walk a fine line between imparting their own views and facilitating an environment where students can formulate their own judgements based on their own knowledge, values, ethics and beliefs.
By Greg Cunningham, Blended Learning Specialist
In his FY20 budget proposal, Governor Charlie Baker has waded into the discussion of fair funding for school districts in Massachusetts. He has proposed large increases for districts that have been clearly underfunded for years. While presenting the proposed changes and recognizing the fight many districts have been waging for years, some even threatening legal action against the state, Baker proclaimed the adage we have heard many times: “Education is the great equalizer.”
by Eileen Wedegartner, Blended Learning Specialist
WGBH, one of our Boston NPR stations, recently ran a three-part series titled, “Teaching the Future: Climate Change Education on Cape Cod.” The series explores the challenges for teachers who are trying to teach about climate change when they have not had deep training on the subject.
By Greg Cunningham, Blended Learning Specialist
When I read recently that UMass Amherst football coach Mark Whipple had been suspended for using the word “rape” in a press conference, a burst of memory went off in my mind. I flashed back to the high school cafeteria line where a classmate blurted “I just got raped by that calculus test.” No one blinked. My first thought was not about his choice of words, but my GPA. His grades in calculus were usually higher than mine; if he had done poorly, my grade would probably be zero.
You may remember a young man named Joey whom we have featured before. Joey was a pleasant, affable high school student with a winning smile and a low opinion of himself. “I want to go to college,” he said, “but I’m not sure I can do it. There’s too much to learn. How am I ever going to make it?” We have recounted how we helped Joey work his way through our College Readiness course by showing him the periodic reports that documented how much he had achieved and how much closer he was to the goal. Our blended learning specialist, Melissa, even counted the number of software modules he had to complete and checked them off as he did them. By the end of the year, he had learned enough to pass the college placement test. In the fall, he was admitted to community college without having to take any remedial courses. We’ll never forget his charmingly modest expression of triumph to Melissa: “I got this, Miss.”
Prev